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Ji HOW TO TEACH READING 

BY 
FRANCES JENKINS 





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COPYRIGHT DEPOSrr. 



How to Teach Reading 

A MANUAL FOR TEACHERS USING 
THE RIVERSIDE READERS 



BY 



FRANCES JENKINS 

Supervisor of Elementary Grades 
Decatur, Illinois 




BOSTON NEW VORK CHICAGO 

HOUGHTON MIFFLIN COMPANY 



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v^'r 



CONTENTS 



I. Characteristics of The Riverside Readers . . c i 

II. General Suggestions 7 

Thought as a basis for reading — How words are recognized 

— How to conduct a drill — Types of drill — How to plan 
a reading lesson — How to conduct a reading lesson — Sup- 
plementary reading — Seat work related to reading — 
Training in the use of speech organs — Rate of reading — 
Expressive oral reading — Silent reading and study lessons 

— The lower-grade pupil v/ho does not learn to read — The 
upper-grade pupil who cannot read. 

III. Teaching The Riverside Primer 24 

Plans for each story group — Lists of words and word 
groups for drill. 

IV. Teaching The Riverside First Reader 65 

Plans for each story group — Lists of words and word 
groups for drill. 

V. Teaching The Riverside Second Reader .... 75 

Types of lessons — Poems, the short story, the informa- 
tional lesson, the dramatization, the long story — Illus- 
trative lesson plans — Lists of words for drill. 

VI. Teaching The Riverside Third Reader 88 

Types of lessons — Illustrative lesson plans— Lists of words 
for drill. 

VII. Teaching the Upper Grade Readers 94 



COPYRIGHT, I913, BY FRANCES JENKINS 
ALL RIGHTS RESERVED 



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©CI.A3 5:l64'd[ 



HOW TO TEACH READING 



I. CHARACTERISTICS OF THE RIVERSIDE 
READERS 

THE RIVERSIDE PRIMER 

Reading is one of mankind's greatest delights, as well as a 
main source of information. The Riverside Primer is written 
with the belief that the very first reading may give delight to 
the beginner, besides furnishing him much information about 
many interesting things in his ever-expanding world; that in 
his very first book the child should find the game and the 
rhyme, the dolly and the drum, loving thoughts of home, 
appreciative glimpses of the nature and community worlds 
surrounding him. 

The approach to a reading lesson must focus the child's 
attention upon the central thought, helping him to find in the 
thought an expression of his own needs, desires, or interests. 
Unless he becomes seriously absorbed in the thought because 
of this inherent interest, the lesson lacks that which is of great- 
est value, that which makes it really a reading lesson. The 
lessons in the Riverside Primer are so closely related to child 
life that it is an easy matter to make a worthy approach ; many 
lessons offer a choice of approaches ; so that the teacher has an 
opportunity to vary her work as lessons are reviewed, or from 
year to year. 

New ideas, or reorganization of familiar ideas, form the basis 
of all informational reading. This primer takes advantage of 
the intense curiosity and eager observation aroused during the 



HOV/ TO TEACH READING 

beginning school work, when for the first time the child finds 
a group of his own age ready to hear appreciatively of his 
observations. Simple facts of his nature and community 
worlds, poetic interpretations of facts already familiar, are 
given, that his reading material may be worth while from the 
thought standpoint, that he may find in his primer lessons 
another opportunity to share his observations, which is always 
a stimulus to further thought. 

Word work is a fundamental part of all reading, but the 
Riverside Primer is unique in its treatment of the work with 
words. It provides for the individual differences of children, 
giving a fundamental vocabulary which all must learn, a com- 
plete vocabulary for all of which only the strongest pupils are 
held. This distinction permits the slower pupils to have the 
stimulus of stronger pupils in the group, while at the same time 
the stronger pupils have ample work to keep them busy ; thus 
doing away with the need for making distinct groups of slow 
pupils. From the first there are certain words for which the 
slow pupil may be held, certain sentences which he can read 
with little help. 

Context relation is recognized as an important factor in word 
recognition. The natural expressions and the simple style of 
this primer are strong aids in getting words through the con- 
text; the sentence says what a child would expect it to say. 
This importance of the context is carefully guarded also in that 
no meaningless repetitions are used. Each lesson is a literary 
unit, every review lesson has some especial charm. From the 
first the pupil is kept alive in thought; so that the compelling 
force of thought helps him in his word mastery. 

Repetition is amply provided for, words of the fundamental 
vocabulary especially being used over and over again. Slow 
pupils are not held for a word until the page is reached where 
the word is used most frequently. 

2 



CHARACTERISTICS OF RIVERSIDE READERS 

Phonic drill with the simpler sounds and • phonograms is 
reached through the fundamental vocabulary; recognized in 
the work with rhymes (see pp. 50, 51, 119) ; made delightful by 
the use of imitative words which the child so dearly loves to 
repeat and in which his hunger for sound, his delight in voice- 
play, are met: tinkle, buzz, cluck, woo-00, babble-bubble. 

The fundamental vocabulary contains the simpler words 
related to the child's own experience, /a^/ier, mother, baby, boy, 
girl, no, yes; the necessary but colorless common words, am, 
and, by, when, you; comprising a list of words adapted to 
the early writing and language work. These are the words 
used most frequently in supplementary readers, so that the 
children may begin to use supplementary work very early in 
the year. 

Expressive reading is a natural outgrowth of the use of the 
Riverside Primer. The wealth of thought presented, the short, 
childlike sentences, the varied style, the natural vocabulary, 
all help in getting good expression. Emphasis upon expression 
is given in the frequent use of action words and imitative words. 
What child can read monotonously, " Come, Kitty, Kitty " 
(p. 13), or, "'Tweet, tweet! ' said the little bird " (p. 45)? 

Varied activities as the accompaniment and outgrowth of the 
reading lessons have received careful attention in planning the 
Riverside Primer. Action sentences call for movement in their 
interpretation ; dialogue and dramatization appear frequently. 
There are games which may be played, rhymes which may be 
sung, or with which rhythmic movements may be given. Many 
of the lessons lead to illustration by drawing, coloring, or cut- 
ting. Every activity utilized in this way carries added interest 
into the reading lesson, gives greater value to the hard work 
involved in mastering the difficulties; the effort in getting the 
thought is thus made a means to a worthy end. The wealth of 
activity provided makes interesting review work an easy 

3 



HOW TO TEACH READING 

matter : the lesson read to-day as a dialogue may be read next 
week for the sake of illustrating ; the lesson read first as a story 
may be read again as a dramatization. 

The serial arrangement of lessons provides for using an awak- 
ened interest long enough to get the most from it. Repetition 
is thus provided for naturally at the time when interest is intense. 
Review becomes a desirable occupation; for it is natural to 
read all the lessons of a series together after each has been read 
separately. 

Method, although carefully provided for, is made subordinate 
to literary quality and richness and suggestiveness of material. 
There are many ways of helping children to connect the 
printed word with the spoken word. The authors do not believe 
in confining teachers to any one method in teaching children 
to read. There are many methods and most of them have 
something good in them, but when used to the exclusion of all 
others each becomes bad. These readers combine all the good 
methods of teaching reading, such as the phonic method (see 
outlines on the last pages of Primer, First, Second, and Third 
Readers), the method of approach through nursery rhymes 
(see Primer, pp. 30, 32, 86, 88, 90; First Reader, pp. 8, 12, etc.), 
the story approach (see Story Groups, Primer, p. 2; First 
Reader, p. 2), the approach through action sentences (see 
Primer, pp. 57, 93), the picture method (see the beautiful and 
useful pictures throughout the series), the experience method 
(see Primer, pp. 31, 33, 35, 80). This manual has been prepared 
to help teachers in establishing their teaching of reading by 
making use of the experience of other successful primary 
teachers. 

THE RIVERSIDE FIRST READER 

The Riverside First Reader in its first lessons recognizes the 
companionship found in books and the pride of the small 

4 



CHARACTERISTICS OF RIVERSIDE READERS 

reader. '' Sometimes Grandpa reads me a story. Sometimes 
I read a story.'* The old rhymes form a basis for dramatiza- 
tion (pp. 9, 13 ff.) and for charming dialogue (pp. 14-20). The 
companionship of the game appears (pp. 42-47), with nature 
poems which fit into the surroundings of the game. The old 
stories bring in the repetition element, such illustrations as 
portray " The Little Red Hen " and " The Gingerbread Boy " 
making them very realistic. A group of stories about " The 
Toilers " appeals to the desire to discuss the mysterious prob- 
lem, " What I want to do when I grow up." Rhymes and 
riddles are so presented (pp. 86-91) as to give the best type of 
review, a new view based on the recall of ideas already known, 
while giving needed repetition of words. 

THE RIVERSIDE SECOND READER 

The story long enough to be worth while occupies the greater 
part of the Second Reader. Such attractive stories as they are, 
too ! The animal world furnishes many, but the weather-cock 
and the steam-engine also appear, and folk- tales from other 
lands are used. The dramatizations given are valuable in them- 
selves, and they may well serve as models for dramatizations 
which the children will plan from other stories read. Children's 
love of humor will help in the appreciation of the nonsense 
poems and stories scattered throughout, while the nature 
poems are most musical. A few informational lessons are given 
for silent reading leading to observation. The teacher will 
appreciate the list of words requiring special drill, given at the 
back of the book. 

THE RIVERSIDE THIRD READER 

Like the other books of the series, the Third Reader presents 
material of intrinsic interest, graded carefully so as to be within 
the ability of third-grade children. The long story is still the 

S 



HOW TO TEACH READING 

main type of selection, but occasional short stories of unusual 
value are given. Ethical qualities are strongly portrayed in 
"Peasant Truth " (p. 55), " A Lesson in Politeness " (p. 90), 
and many others. Fanciful poems and nonsense verses have 
their place, and there are many dainty poems dealing with 
the child's own activities and relationships, " Our Mother " 
(p. 37) and "A Song of Our Flag " (p. 104) being among these. 
The Table of Phonograms and Consonant Sounds (p. 255) will 
be especially helpful in the formal work. 



II. GENERAL SUGGESTIONS 

THOUGHT AS A BASIS FOR READING 

The experiences which a child has had are the best basis for his 
early reading. His thoughts are busy with these experiences, 
he has words to express them, he is interested in them. The 
teacher needs to make the most of these experiences, trying to 
realize their importance to the children. The prosaic hen of the 
barnyard is closely related to '* The Lost Chick " (Primer, 
p. 68) and to " The Little Red Hen " (First Reader, p. 48), the 
bird and the kitten attract to " The Three Birds " and " The 
Three Kittens " (Primer, pp. 3-17) and to " The Cat that 
Waited " (First Reader, pp. 114-118). 

The teacher needs to give watchful care to the new ideas 
which the child is getting. Sometimes the emotional tone 
involved in a new experience is strong enough so that the 
reading lessons may be selected upon the basis of that experi- 
ence alone, regardless of apparent difficulties. A military 
parade will lead directly to ** Marching " (Primer, p. 78), 
while the veriest beginner will enjoy " The Circus is Coming " 
(Primer, p. 94) when that is what the bill-boards announce. 
" All normal incentive in reading rests in the promise that 
the thing read will have significance for the reader." ^ 

Cattell has found that words in context are read twice as 
fast as isolated words. Even the sound of a letter depends to 
some extent upon the context in which it occurs. This shows 
how important it is that the child shall come to his task of 
reading with a thought content which enables him to master 
the thought there presented, that thought content itself deter- 
mining the ease with which he can master the words involved. 
* Laing, Reading: A Manual for Teachers, p. 157. 
7 



HOW TO TEACH READING 

" New words are best learned by hearing or seeing them used 
in a context that suggests their meaning and not by focusing 
the attention upon their isolated form or sound or meaning. 
. . . The best way to get a reading vocabulary is just the way 
the child gets his spoken vocabulary, by having the new words 
keep coming in a context environment that is familiar and 
interesting and by trying to use them as they will serve his 
purposes." ^ 

HOW WORDS ARE RECOGNIZED 

Prompt recognition of words is essential to intelligent read- 
ing. We do not yet know the processes by which a child recog- 
nizes a word. Valuable studies, however, have been made of 
the way in which words are recognized by adults and we may 
learn something from these. The word as a whole makes an 
appeal to the eye. The length of the word and the arrangement 
of letters in it help to give it a general form by which it may 
be recognized. Letters which extend above and below the line 
seem to aid in recognition. The upper half of a word or letter 
is more important than the lower half. The first and last sylla- 
bles in a word are also especially helpful. ** The dominating 
letters and syllables in words and the dominating words in a 
sentence give individual character to the whole. The eye 
seizes on that in the given whole which gives it a distinctive 
character." 2 

Phonic analysis is most helpful with a large number of words. 
By it alone a child may get a new word, or the initial sounds 
may give him a key to a word suggested by the context: e.g., 
he may get the word men by phonic analysis m-e-n ; or the 
sounds m-e-n may give him the cue to the word mended in such 
a sentence as. The toy was mended. 

1 Huey, The Psychology and Pedagogy of Reading, p. 348. 

2 Laing, Reading: A Manual for Teachers, p. 129. 

8 



GENERAL SUGGESTIONS 

HOW TO CONDUCT A DRILL 

The essentials of drill are (i) focalization upon the work, 
(2) repetition with attention, (3) permitting no exceptions. 
Drills need to be short, varied, definite, rapid. Two five- 
minute drill periods a day at first will count for more than one 
longer drill. Train children to attend promptly as you present 
word after word, or phonogram after phonogram. In rapid 
work with words, a half-second or less gives time enough for 
them to recognize a word which they know, a longer time is 
needed if the word has to be sounded. When a child gives a 
wrong answer, have the class tell the right answer immediately. 
Get back again and again to the word or sound which gives 
trouble. Certain words (see pp. 1 81-182 in Riverside Second 
Reader) give trouble for a long time and require special 
attention. 

Be sure that children know and make use of all phonograms 
and consonant sounds developed in the lists. (See Primer, 
p. 128; First Reader, p. 128; Second Reader, p. 192; Third 
Reader, pp. 254-256.) Push toward independence by this 
means. 

Learn to give drills in many ways, but always hold to one 
type of drill until the class has learned how to work rapidly. 
In two minutes you should get from fifty to one hundred 
responses when working with lists or groups of words which 
contain no special difficulties. In general drill on a very few 
new words in a lesson, presenting each a number of times, 
adding a larger number of well-known words. 



HOW TO TEACH READING 

TYPES OF DRILL 

1. Words or phonic elements {from 6 to 20) written clearly on 

blackboard, earh new word or sound appearing several 
times ; class grouped near 

Teacher points ; pupils name or sound in turn ; at close class 

name or sound in concert. 
Teacher points; calls on pupils not in turn; at close one or 

two children name all words in list. 
Teacher calls for word; child points; each child has a turn. 
Child points ; calls on one pupil for three words in succession ; 

if all are right, successful child takes his turn pointing and 

calling. 
Child sent out of room ; class select a word ; pupil returns and 

tries to guess word chosen, pointing to each word and 

naming it; when he succeeds, another child is sent out. 
Child points ; names three words which he knows ; each child 

has a turn. 

2. Words or phonic elements listed in book 

(See Primer, pp. 119, 121-124, 128; First Reader, pp. 121-124, 
128; Second Reader, pp. 181-189, 192; Third Reader, pp. 
247-252.) 

Every child points, teacher moves about rapidly to see that 

each finds words, helping those who have difficulty. 
Teacher names word or phonic element; children find and 
name. 

In naming phonic element give both element and key- 
word, having children point to both; e.g., ing, sing. 

This same type of drill may be given with the words on 
any page, a review page or a new one. Children are helped 
by knowing that words already mastered will be useful in 
new work. 

10 



GENERAL SUGGESTIONS 

Child names word or phonic element ; others find and name. 
Children point to words in order as listed, naming in turn. 
Where words are given in pairs, have child give pair. 
(See Primer, p. 119; Second Reader, pp. 181-182.) 

J. Words or phonic elements printed on cards ^ 

Teacher shows cards rapidly ; pupils name or sound in turn ; 

at close class name or sound in concert. 
Teacher shows cards; calls on pupils not in turn; at close 

one or two children name all. 
Cards on blackboard ledge ; teacher calls for word ; child finds 

word card; each child has a turn. 
Cards on blackboard ledge; words written on board; child 

selects and names word card which he knows, matches it 

with same word on blackboard. 
Cards distributed among children ; teacher or child calls for 

word ; child brings card containing word. 

4. To emphasize dominant letters and syllables 

Teacher writes list of well-known words on blackboard, 
erases lower half of each word. Pupils try to name words. 

Teacher prints dominant letters or syllables of well-known 
words listed in back of book, indicating omitted letters; 
children find words in list, point and name; e.g., k-tt—s, 

pi-y- 

Teacher holds word cards so that only upper half of word is 
shown, children name words. 

5. To emphasize word groups 

Teacher arranges a word group with cards: e.g., in the tree; 
changes the final word, in the song, in the morning; 
changes the initial word, the middle word, etc. 

^ These cards may be made by the teacher or older pupils. Be sure 
that the printing is even, the letters large and well-spaced. C. H. Cong- 
don, 623 S. Wabash Ave., Chicago, 111., furnishes satisfactory word cards. 

II 



HOW TO TEACH READING 

Teacher writes word groups on blackboard; erases lower 
half of words ; children name word groups or find them in 
primer. 

HOW TO PLAN A READING LESSON 

I. Determine the thought values 

Plan each series of lessons in a general way ; plan the lesson 
for the day in detail. Look ahead for new ideas which the 
child is to meet; occasionally the concrete experience which 
will be most valuable in starting him to think may come before 
the reading lesson is reached ; the sight of a rainbow is such an 
experience. Look ahead also for new words which may be 
taught incidentally before they are needed in a lesson ; yes and 
no are such words; they may be written frequently in answer 
to children's questions. 

Determine what the approach to the lesson is to be. Make 
it short, beautiful, and full of meaning. Plan to use in this 
conversation some words and phrases which appear in the text, 
especially those which help focus the thought. Think over the 
experiences the children have had with the topic under discus- 
sion. Think what use may be made of the picture. 

New ideas must be made clear before the reading of the text 
begins, — the twinkling of the stars, the singing of the wind, 
the hive of the bee. What are the new ideas in the lesson? 
How may each be illustrated? 

Plan such questions and directions as will focus attention 
upon each sentence. These should help the pupil to establish 
relationships, to get more from the thought than he can get 
unaided. In the later work, the paragraph is the unit about 
which such questions and directions should center. 



12 



GENERAL SUGGESTIOISPS 

Classify the words in each lesson 
Known words 
of fundamental vocabulary. 

Hold every child responsible for these. If a child fails 
on one, come back to him for it again and again ; list it 
for future drill. 
of complete vocabulary. 

Hold strong children responsible for these. If such a 
child fails on one, come back to him for it at least twice 
during the lesson. 

Unknown words 

To be reached through context: all words representing 
ideas or relationships familiar to children. When such a 
word is called for, ask a question which will be answered 
by using the word. A child may give a synonym instead 
of the word used in the text ; substitute the required word 
promptly without comment. 

To be reached through sounds or families : the initial or 
final sound will be sufficient many times to help the chil- 
dren in getting a word. Hold children responsible for the 
simple sounds and phonograms which have been taught, 
making frequent use of them. 

To be told — unless they can be reached readily in one 
of the above ways : words of the fundamental vocabulary 
which have not yet been used often enough to drill upon ; 
words of the complete vocabulary which have not yet 
been used or are used infrequently. 

To be drilled upon — 

From fundamental vocabulary : the word or words of 

this vocabulary listed for drill in the lesson. The word 

drill should center here. 

From complete vocabulary : the words used most fre- 
13 



HOW TO TEACH READING 

quently in the lesson, especially those which contain the 
heart of the thought. 

Words to be used for sound values 
Through voice play (imitative sounds): woo-oo, buzz, 
cluck. 

Recall how these natural sounds have sounded to you, 
listen for them, practice them, dwell on the sound values. 
Give monotones much opportunity to use them. 
Through analysis of sounds. 

Phonic elements and phonograms are to be derived 
from these as listed. 

J. Arrange for resulting activities 

Plan definitely for the lesson to work over into a game, a 
song, a dramatization, drawing, or painting. Determine what 
activity fits in best with the needs of the class ; this depends 
in part upon the nature of the reading lesson, in part upon the 
program for the rest of the day. Sometimes the children may 
choose what they would like to do with the story. Encourage 
freedom in this resulting activity ; let them dramatize in their 
own way, plan their own game, compose tunes for some of the 
little rhymes. 

HOW TO CONDUCT A READING LESSON 

The leading thought or sequence of thought in the lesson is 
the center upon which the attention of the class must be 
concentrated. Experiences the children have had which will 
help them in apperceiving or interpreting this thought should 
be brought out as the lesson progresses. 

The teacher needs to keep herself in the background; the 
children need to be taught to do the work. The teacher has 
three lines of work to carry on: (i) to question the children to 
see if they are getting the thought; (2) to get from the class 

14 



GENERAL SUGGESTIONS 

illustrative experiences relating to thoughts which are not 
clear; (3) to aid with mechanical difficulties. 

Even the introductory questions and suggestions may direct 
the class attention not only to the thought of the lesson, but 
to the text itself. (See First Reader, p. 55.) Who is this man? 
What is he doing? Show where the lesson says the farmer. Show 
where it says the wheat. Can you find the word group the 
farmer's wheat? 

Insist that a child work through a sentence before he reads 
it to the class. Select carefully the sentence which the slow 
child is to read. Train a child to attack a sentence with energy, 
to work rapidly, to be proud of knowing the words, to ask 
promptly for the word he does not know — the word after him, 
the word before hoy, the third word. Help him to get the un- 
known word from its context relation or from its sounds, if 
possible; if he cannot get it in this way, call on another child 
for it; as a last resort, tell the word. No part of the reading 
work requires greater tact and judgment than this; it is a diffi- 
cult matter to keep the lesson moving rapidly and yet to train 
the pupils to independence in word mastery. Praise good work, 
encourage children frequently. When several related sentences 
have been read singly, have them read as a group. Later this 
may be done with related paragraphs. 

The standard for oral expression is the worthy interpretation 
of the idea. The text lends itself to naturalness and variety of 
expression. Work for clear, sweet tones. Dwell on the sen- 
tences which have special sound values. Be careful not to 
demand exaggerated expression in sentences which have no 
elements requiring special interpretation. Center the expres- 
sion work upon sentences containing voice play or emotional 
elements: The hell says, "Tinkle, tinkle" ; There comes a 
cloud! O, one little chick is lost ! Many times the children may 
show by action that they are interpreting the thought. Show 

15 



HOW TO TEACH READING 

how an engine goes forty miles an hour. How is it that the wind 
rocks the nests ? Be certain that sentences which express much 
are read so as to show their meaning. The child must have the 
thought before he can do this. 

Finish a story or a main section within the recitation period. 
If possible spend a moment or two at the close in reading an 
especially good sentence, in discussing the events of the story, 
in comparing characters with one another. Never close a lesson 
with a few sentences remaining unread, read them yourself or 
call upon a strong pupil to read them. 

SUPPLEMENTARY READING 

To give variety to the work and to encourage children to use 
the ability gained in the basic reading, the teacher needs to use 
supplementary reading material from the first. 

Incidental reading makes use of the words which pupils see 
frequently : Street names and signs ; names of street-cars seen 
daily; names of public buildings, post-ofhce, bank, library, 
church; names of seeds, of farming implements, the children's 
own names and those of their parents. Directions may be 
given by writing them on the blackboard : Run to your seats. 
Take your letter cards. Make these words. 

The experiences of the children may be made the basis of a 
lesson related to the regular lesson but giving a different view- 
point. In connection with the lesson on p. i8 of the Primer 
a Monday lesson might well grow out of a simple talk as to 
what the mothers are doing. Such sentences as this will be 
developed : — 

This is Monday. 
See mother wash. 
See her wash the clothes. 
Splash, splash, splash! 
i6 



I 



GENERAL SUGGESTIONS 

Even in such simple work there needs to be a central thought, 
no matter how briefly expressed. There must be natural se- 
quence in the sentences and a variety of expression to call 
for natural voice control. Keep the sentences childlike in dic- 
tion. 

Whenever possible, have older pupils copy these lessons, then 
bind them into booklet form with the children's own illustra- 
tions. Each child then has his own book which he has made, 
and the lessons can be re-read many times. 

Encourage children to bring picture books from home to 
read to the class. Make use of supplementary school readers 
from the first. 

SEAT WORK RELATED TO READING 

There are two important lines of seat work to be carried on 
from the first : seat work which leads to thought mastery and 
helps children to develop a method of study, and seat work 
which leads to word mastery, stressing the mechanics of reading. 
Either may be used to emphasize a lesson already given or to 
prepare for a new lesson. Give clear, concise directions; supply 
needed material promptly; train children to work independ- 
ently; examine and commend results. 

Leading to thought mastery 
Pictures in the story — 

Draw on paper or at blackboard, cut, lay with sticks or 

lentils. 
Copy with letter cards a sentence which gives a picture. 

People in the story — 

Draw, cut, lay w4th sticks. 
, Copy names with letter cards, copy one thing each said, 
one thing each did. 

17 



HOW TO TEACH READING 

Find and lay with letter cards words or word groups 
which give color, sound, movement, time, place. 

When children have gained some independence in 
reading, they can find in the story answers to questions. 
(See First Reader, p. 34.) What does the wind sing ? What 
do the birds sing ? What do the bees sing ? 

In second grade they may draw a picture from the 
story, the class to guess and read the sentence or para- 
graph illustrated. 

Leading to word mastery 
Associating idea with word 

Material — pictures of common objects, names of objects 
on small cards. 

Children place names beside pictures they represent. 

Associating isolated word with word in sentence 
Material — words of lesson on small cards. ^ 

Children arrange words to make sentences of lesson. 

Emphasizing phonic elements 
Material — letter cards. ^ 

Children find and copy with letter cards rhyming words 
in lesson; words whose sounds they enjoy giving; words 
beginning with a certain sound ; words containing a cer- 
tain phonogram. 

Emphasizing dominant letters or syllables 
Material — letter cards. 

Teacher writes words on board, erasing lower half of 
each word ; children find words in reading and lay with 

^ Word and letter cards may be prepared by the teacher or older 
pupils. They may be obtained also from The Public School Publishing 
Co., Bloomington, 111., or from C. M. Parker, Taylorville, 111. 

18 



GENERAL SUGGESTIONS 

letter cards. Teacher writes dominant letters or syllables 
of words, using dashes for letters omitted ; children find 
words In readers and lay with letter cards. 

TRAINING IN THE USE OF SPEECH ORGANS 

All children need exercises to develop flexibility of jaws, lips, 
and tongue; many children need special help with specific 
sounds. In cases where speech defects are caused by deafness, 
deformities of teeth or palate, the teacher can do little except 
to suggest consultation with physician or dentist. Often chil- 
dren are permitted or encouraged at home to talk ** baby talk," 
the parents having the wrong idea that in time this will be out- 
grown. The teacher can do much to secure cooperation in 
these homes by explaining how habits are formed, and that 
such a habit interferes not only with a child's oral reading and 
speech, but also with his spelling. The teacher can do little 
for difficult cases of stammering except to give the child con- 
fidence in himself. 

As a sound is discovered with which children have difficulty, 
select an imitative word through which to teach the sound — 
pit-a-pat, tick-tock, woo-oo. Let the play element enter here as 
much as possible. Be sure that the child hears the sound 
clearly and correctly and gives It distinctly. It may be neces- 
sary to show him where to place his tongue, how to hold his lips, 
but his main attention should be centered on being a big or a 
tiny raindrop, a strong wind, something which helps him to for- 
get himself. The work may be with the class or with the indi- 
vidual, but it should center upon troublesome sounds and 
should give the children opportunity for hearing and making 
the sound repeatedly. Wise commendation for sounds made 
clearly will help materially. 



19 



HOW TO TEACH READING 

RATE OF READING 

The best readers are the most rapid readers. They not only 
get the thought most clearly, but remember the best. *' Dear- 
born found that for a given class of reading matter the fastest 
reader read more than three times as fast as the slowest." ^ This 
means that teachers need to give more attention to training 
for speed in reading. Each child should work at his maximum, 
but he should not be hurried. 

Reading is a process of thinking. Training in rapid reading 
means training children to read for meaning. Silent reading is 
most important in establishing a rapid rate. Impelled by inter- 
est in the story, led on by the teacher's question or suggestion, 
the pupil hastens to find the conditions of the next important 
event. 

Drill with word groups or phrases helps in training the eye to 
grasp more than one word at a time, thus training for speed. 
The hygienic type, length of line, and careful division of lines 
in the Riverside Primer and First Reader lead to speed in 
reading by diminishing mechanical difficulties. 

About the time the pupil enters the fourth grade his silent 
reading rate gains on his oral reading rate, his eye hurries on 
ahead of his voice. From this time on more attention should be 
given to establishing a rapid rate of silent reading; less oral 
reading should be called for. 

EXPRESSIVE ORAL READING 

Train children to get the thought, then to give it naturally. 
Avoid exaggerated expression except when working with those 
foreign children who have monotonous voices. Expect children 
to express emotion every time that they read a sentence por- 
traying joy, grief, anger, surprise. Oh, one little chick is lost, 
^ Laing, op. cit., p. 139. 

20 



GENERAL SUGGESTIONS 

(Primer, p. 68.) / spy Betty under the tree, (Primer, p. 83.) 
Descriptive passages should be read in a simple, natural style. 
Work with dialogue and dramatization will help in getting 
satisfactory expression. 

Children appreciate the power to show rapid or slow move- 
ment, loud or soft sounds by varying the voice control. Com- 
pare the rate of the Tick-tock! in the rhymes on pp. 59 and 61 
of the Riverside Primer. They readily learn to express sus- 
pense in the same way. " Will it be a Christmas tree? " asked 
the wind. (Primer, p. 112.) 

The silent reading of a lesson in class or a study lesson with 
the teacher may many times well precede the oral reading. W( 
are too desirous of having all reading oral ; if we recognize the 
oral reading as the culmination rather than the beginning of 
work with a lesson, we shall get more expressive oral reading. 

SILENT READING AND STUDY LESSONS 

Many silent reading exercises are introduced from the first 
(see Primer, pp. 25, 48, 53, 57, 77, etc.) for the purpose of giving 
pupils practice in getting the thought without calling the words. 
This will break pupils of the halting method of calling words 
without bringing out the thought of the sentences read. 

Definite silent reading lessons later will help the pupils to 
establish good habits of study. Under the guidance of the 
teacher the pupils will attack a story with the purpose of find- 
ing whether it is interesting, who the characters are, what kind 
of people they are, whether they do sensible, funny, or foolish 
things, and other problems which are worth while. Children 
may point to words or sentences which give the answer to the 
question, may copy them, or read them quietly to the teacher 
as she moves about the class. 

In a silent reading lesson each pupil may well work at his 
own rate of speed. In a study lesson the class works as a unit 

21 



HOW TO TEACH READING 

in discovering points of interest similar to those named in the 
preceding paragraph. One pupil may read the sentence which 
he thinks answers the question, another pupil may read a differ- 
ent sentence which he believes ansAvers the same question. 
Such differences, the need for explaining new ideas, the dis- 
covery of relationships between parts of the story, lead to 
discussion. The words of the story are bandied back and forth, 
both their pronunciation and meaning appearing in this natural 
way. The crucial points of a story, the climaxes, the key sen- 
tences are discovered during this study lesson. Better oral 
reading as well as good study habits will be assured by this 
method of attack. 

THE LOWER-GRADE PUPIL WHO DOES NOT LEARN TO READ 

Most children learn to read readily enough when the teacher 
is faithful, though much hard work on the part of teacher and 
class is involved. An occasional child has special difficulty, 
however, and only careful study will discover what causes the 
trouble. Try various means until one is found which really 
helps. Let him read the simpler lessons in the primer many 
times. Have him bring story books from home. Drill upon the 
earlier words in the fundamental vocabulary. Allow one of the 
other children to help him. Some children are lacking in self 
confidence and may be helped by telling them the unknown 
word as soon as possible, giving no opportunity for hesitation. 
These pupils stand in especial need of wise commendation. The 
very immature pupil may need to repeat the grade work ; all 
others should be expected to complete it on time. 

THE UPPER-GRADE PUPIL WHO CANNOT READ 

One of the greatest problems which a teacher meets is the 
pupil of this type. He belongs in the upper grade by reason of 
age, social relationships, ability to think, but he is handicapped 

22 



GENERAL SUGGESTIONS 

by his inability to read. Discover first what he can do in read- 
ing. Let him make Hsts of the words which he knows from the 
lesson, no matter how simple these may be. Sometimes he may 
well join the lower grade for word drills. Assign him a very 
short portion of the lesson to prepare for class, giving him all 
the help on it which he needs, perhaps letting another pupil 
help him. If this portion can be a bit of conversation or a key 
sentence, so much the better. Insist on this being prepared. 
Commend him when he reads it. Give him much opportunity 
to contribute in the study lesson, watch him in the silent read- 
ing lesson. Let other pupils help him. Do not expect to make a 
good reader of such a pupil, but be thankful for every sign of 
improvement. 



III. TEACHING THE RIVERSIDE PRIMER 

The editors believe that children learn to read most readily 
when their interest is continuously aroused by reading ma- 
terial which appeals to their experiences and activities. To 
help the beginning teacher to grasp the spirit of the text, 
these suggestive lesson plans are presented. They show one 
way in which certain lessons may be attacked; as a teacher 
gains experience, she will find other modes of attack. Every 
device which helps in centering attention upon the thought 
of the lesson, every method which aids word mastery, simpli- 
fies the children's problem. 

Children entering school have an intense desire to read. They 
have an interest in many things about them. They know many 
words and many common English idioms. Four great problems 
confront them : — 

I. Learning the printed words which are symbols of spoken 
words. 

II. Getting control of the nerves and muscles which govern 
the smaller eye movements. 

III. Analyzing words to find elements with which to discover 
new words. 

IV. Learning to respond to the thought presented by the 
printed page. 

All early reading is a combination of reading by the teacher 
and by the pupil, for whenever a teacher tells a word she is 
really reading. The words read may be divided into three 
classes : — 

(i) The words which the teacher tells or suggests, a large 
number at first, gradually growing less. 
24 



TEACHING THE RIVERSIDE PRIMER 

(2) The words which the pupils attempt to name because of 
the context, but of which they are not sure — a much 
more valuable source of mastery than is generally recog- 
nized. Each attempt must be confirmed or corrected 
immediately, but the pupils should be encouraged to 
make these attempts. 

(3) The words which the pupils know — gradually growing 
in number. Pupils need much praise for mastering words. 
Drill on the words of the fundamental vocabulary 
(Primer, p. 121), singly or in word groups as soon as they 
have been used in a lesson. These must be mastered. 
Later use the complete vocabulary. (Primer, p. 122.) 

Word difficulties during the reading of a lesson need to be met 
promptly. Train children to help themselves, to ask for needed 
help, to be ready to help one another. If a child seems too 
dependent, ask: How have you tried to get that word? What is 
the sentence about ? Does the word look like any word you know ? 
Have you sounded it? Push the lesson through, however, not 
allowing too much delay. It would be better to tell a number of 
words than to let the lesson drag. Then these words may be 
drilled upon at another period and the lesson re-read the next 
day. 

These lesson plans emphasize many ways of attracting chil- 
dren's attention to significant or well-known words in the 
lesson. This helps in rapid silent reading. The new words are 
not given at the head of each page because it is better for the 
children to get them with the context in sentences. The teacher 
can find all the new words on each page grouped in the com- 
plete vocabulary at the end of each book. Such word lists mar 
the appearance of the page and tend to decrease the child's 
pleasure and interest in his book. Since the Riverside Readers 
are books for children, the teaching devices are not allowed 
to be conspicuous. 

25 



HOW TO TEACH READING 

There are three special eye movements in which children 
need training : — 

(i) The movement from left to right in reading words and in 
reading lines. Careful pointing from left to right aids 
here greatly. This movement is established in a few 
weeks. 

(2) The movement from the right end of one line to the left 
end of the next line. By using a plain strip of paper, four 
inches by one inch, the child may cover the lines below 
the one which he is reading. When he finishes reading 
one line, the moving of the marker exposes the next and 
confusion is avoided. This movement is established by 
the end of the first half year. 

(3) The grasping of two or more words in a single eye move- 
ment. This helps to establish a rapid rate of reading. 
It is helped by work with phrases or word groups. 

The analysis of words into their elements is a great help in 
mastering new words, but it should not be depended upon too 
much during the first half year. During the second and third 
years it should become a strong tool. Phonic work should be 
used for its values in voice training and ear training as well 
as for word analysis. 

(i) Rhyming Words. Use the rhyming words given in the 
rhymes (Primer, pp.9, 15, 25, etc.) to call attention to the 
likeness of the sounds. Repeat tree, me; you, mew; fly, 
by, rock-a-bye, dwelling on the sounds. Have the children 
repeat these. Let them give other words which rhyme. 
Instead of telling a new word in the lesson, say some- 
times, // rhymes with — : e.g., Primer, p. 41. The children 
know nod; ask, Who can find a word in the lesson which 
rhymes with nod ? The pleasure in the sound value inter- 
ests the children in learning the words. (See Primer, pp. 

50, 119) 

26 



TEACHING THE RIVERSIDE PRIMER 

(2) Imitative Words. Use the words which imitate sound or 
action — mew, twinkle, moo, rock-a-hye, peek-a-boo — ■ 
to arouse interest in making sounds. Children enjoy 
repeating these sounds over and over. Babble-bubble is 
a word in which they deUght, it gives much practice on 
b, yet this sound is difficult to give by itself. Work for 
different ways of playing with these sounds — loud, 
soft, near, far away, in different tones of voice. This will 
lead to better voice control as well as train the ear to 
sound values. 

(3) Phonograms and Consonant Sounds. These are selected 
from the words which the children are using frequently 
in their reading. The essentials are for a child to hear 
the sound clearly, to repeat the sound distinctly, to 
associate the sound with the written symbol, to use 
the knowledge thus gained in attacking new words. 
Many suggestions for this work are given on p. 127 of 
the Riverside Primer and in the lesson plans given in this 
manual. The teacher should study these helps carefully 
and constantly. 

Work for clear sweet sounds ; b should be mellow ; s sibilant ; 
m, n, p, and t delicate. Watch the placing of the tongue, the 
use of lips and teeth ; many defects of articulation come because 
children do not use these organs properly. 

The children use the Primer from the first day, this plan 
assuming no previous blackboard work. The teacher should 
use the blackboard constantly as a help, however. Use chil- 
dren's experiences for supplementary lessons; print (or write) 
words and word groups, have children find these in the text ; 
print the rhymes as the children learn them ; use in other ways. 



27 



HOW TG TEACH READING 

PLAN FOR STORY GROUP — THE THREE BIRDS 

General preparation: Nature-study lessons on birds need to 
precede or accompany this series of lessons. Be sure that 
children are really observing birds, not repeating what the 
teacher says about them. Encourage a child to tell definitely 
where he saw the bird about which he is telling, what the bird 
was doing, how it hopped or flew or sang. Let him play that 
he is a bird and imitate its movements. This brings into use 
the directions hop, fly, sing, and the written form may be intro- 
duced to give the direction for the action. 

Lesson i. 

The first day with the book. Enjoy with the children their 
possession of a new book. Talk with them about it. Examine 
the cover design. Perhaps some day one of them will sit under 
a tree beside a river and read a fine book. Show the space for 
the child's name. Write some child's name in his book. Later 
do this for the others. Find the picture of Betty and Harry 
(p. 3). What are they looking at? What are the kittens doing? 
Show the children how to turn each page carefully. Enjoy some 
of the other pictures. 

Lesson 2. 

(P. 4.) Teacher says: Betty and Harry are up in the apple 
tree. What have they found ? This says Three Little Eggs; 
teacher points to title. Show me where it says Three Little Eggs, 
What does this say ? Child points and repeats. What did the 
children find? How fine it would he to find three little eggs! Do 
not attempt to discriminate between the words yet. 

Lesson j, 

(P. 5.) In a few words tell of continued visits to the nest 
until three little birds appear. This says Three Little Birds, 

28 



TEACHING THE RIVERSIDE PRIMER 

teacher points to title. Show me where it says Three Little Birds, 
What does this say? Child points and repeats. What did the 
children find in the nest at first ? Show where it says Three Little 
Eggs, same for Three Little Birds. Print (or write) the word 
groups on the blackboard in several places. Children point 
and read. 

Lesson 4. 

(P. 4.) Enjoy the picture. Find where it says Three Little 
Eggs. Betty and Harry did n't wish to hurt the eggs. What do 
you suppose they did ? They counted the eggs. This tells us how 
they counted them. Arrange the paper markers^ so that only 
the first line shows. How would they begin to count ? The chil- 
dren will probably say " one " or " one egg.'' The teacher 
accepts this and answers in the words of the book, This says 
One little egg. Children repeat. What do they say next ? Chil- 
dren may say '' two," " two eggs," or " two little eggs." 
Teacher says, Find where it says Two little eggs. Children move 
markers and read. In the same way work for Three little eggs. 
Betty tells what she sees. What do you suppose she says ? I see — 
the children may guess from the context how to finish the sen- 
tence ; if not, the teacher tells. 

Show the word little in each line. Have children point to It 
and name it. Rely on the idea of counting to suggest one, two, 
three, and on the idea of eggs to suggest egg, eggs. Tell them 
/ see. In later lessons they will make all these discriminations. 

As children comment on this lesson, sentences like the follow- 
ing may appear, some of which maybe used for a supplementary 
blackboard lesson: " I saw a nest. It was in a big tree. I saw 
the mother bird fly to It." 

Some strong pupil with the teacher's help may read the whole 
page now. This helps to give the idea that the page is a unit. 

^ See page 26. 
29 



HOW TO TEACH READING 

Lesson 5. 

(P. 5.) Work with this very much as with Lesson 4. Expect 
the children to find Three Little Birds when you ask for It. 
When this lesson has been read, let them find little and birds. 
Accept bird for birds at this stage of word finding, rely on the 
child's good sense to read it in the context correctly. The 
differences between capitals and small letters make less 
trouble than teachers Imagine ; the likenesses are much greater 
than the differences. Give the children credit for some common 
sense in this regard. 

Again let a strong pupil read the whole page. Another pupil 
may read page 4. 

Lesson 6. 

(Pp. 6-7.) Look at the pictures. Have children tell what the 
bird Is doing in each picture. Do birds sing with little girls as the 
picture shows? That is a funny picture! Point to each word 
used as a title. This says Hop. This says Fly, This says Sing. 
Have children point to each word as called for, using only the 
words printed as titles. Point to each and have children name 
it. You may do this, pointing to sing and naming a child. In 
the same way associate the action with hop, with fly. Print 
(or write) these words on the blackboard, having the children 
read by performing the action. 

At the drill period give this phonic lesson. The first phono- 
gram to be taught Is e In connection with this lesson (see Primer, 
p. 128), the key word being me. Repeat the word several 
times, more and more slowly, me, m-e, m-e. Let the children 
do this. This says e, writing e on the blackboard. Let the 
children repeat it several times. Can you hear the sound ein 
these words: s-ee, thr-ee, tr-ee ? Give a word and we will listen 
to hear that sound. Probably the children will simply repeat the 
words which the teacher has sounded. The essentials are for 

30 



TEACHING THE RIVERSIDE PRIMER 

them to hear the sound, to repeat the sound, to associate the 
sound with the written symbol. Later they will learn to give 
many words containing a given phonogram; these may be 
used as suggested on p. 127 of the Riverside Primer. 

Lesson 7. 

(Pp. 6, 7.) What is the little bird doing in this picture? Show 
me where it says Hop. Look at the other pictures and recall the 
other title words in the same way. Why is Betty holding out the 
ivorm ? Do you think the little bird will hop to Betty ? Betty is 
talking to the bird. Let us read what she says. Place the markers 
so that the first line is exposed. This is the first line which any 
pupil may be expected to read without help, but do not hesitate 
to give such help as is needed. Let several children read it. 
Have them point to Hop ; to little bird. Move the markers. 
Let a child tell the first word, the second word, the third word. 
Have the line read. How many times did Betty say Hop, little 
bird ? Read it twice just as Betty said it. Betty said something 
else. Move the markers. Where did she want the little bird to 
hop ? This says Hop to me. Read it. Read all that Betty said. 
Let one child be Betty, another child be the bird. Betty calls 
the bird to hop to her. The bird hops to Betty. 

Lesson 8. 

(Pp. 6, 7.) Work with the flying and singing of the bird in the 
same way as with the hopping. 

(For word drill see pp. lo-ii of this manual.) 

Lesson g. 

(P. 8.) Betty is talking with the little bird. She is asking him 
what he can do. What is one thing she may ask him if he can do ? 
The children may answer : hop, fly, or sing. Accept the first 
answer and direct the children to the line which asks their 

question. Here is where it says, Can you , little bird? Read 

31 



HOW TO TEACH READING 

it. What does the little bird answer ? What else does Betty ask 
him ? What does he answer ? What else does she ask him ? What 
is his answer ? Which does she ask him about first ? Show the 
word which tells you. {Hop.) In the same way call attention to 
the words which show the other actions. Let one child be 
Betty and another be the bird, each reading in turn with or 
without the books. Or the teacher may be Betty and may 
question several birds. 

Work of this type centers attention on the thought, yet calls 
attention to individual words in their context. It is partly 
because the context helps so much in remembering the words 
that the words are not listed singly in the book on the ndividual 
pages. Work with isolated words in drills should come at a 
separate period. (See Primer, pp. 121-124 for vocabularies.) 

Lesson 10. 

(P. 9.) Enjoy the picture. Question as to what the bird is 
doing. Connect the lesson with the questions which Betty asked 
the bird the day before. Have the children find and point to 
Can you sing? on page 8. Look at the first line on the new page. 
Find Can you sing ? What does Betty want the little bird to sing ? 
This says a little song. Read what Betty said. What did the 
bird answer? The children may say, " Yes, I can sing a little 
song." If so, the teacher may repeat, omitting the word 
'' little." At the drill period, work with the groups a song, a 
little song. 

The next two lines the children will read with little help. 
Play you are the bird and sing to Betty. Let several children do 
this. Betty sang to the bird. Here is the name of her song. The 
children will read the title easily. Then let the teacher read or 
sing Betty's song. Have different children read it or sing it. 
Enjoy the rhythm and the repetition in it. At another time 
children may find and point to lines and word groups; little 

32 



TEACHING THE RIVERSIDE PRIMER 

bird, in a tree, sing a song, a song, to me. They may find the 
same groups in the preceding Hnes and pages. 
(For word drill, see pp. lO-ii of this manual.) 

Lesson ii. 

Re-read the entire story group, The Three Birds. Each page 
may be assigned to one or more children. 

Print on the blackboard the words already used from the 
fundamental and complete vocabularies (Primer, pp. 121-122). 
Let the children find words which they know. Make much of 
each word recognized. Do not expect them to know all the 
words. Find a word on a given page, then let children see if they 
can find it in the list. Some strong children may know a num- 
ber, but encourage the child who knows one; help him if he 
knows none. 

Never use either a or the except as grouped with other 
words. 

PLAN FOR STORY GROUP — THREE LITTLE KITTENS 

General preparatio7i : Encourage the children to talk about 
their pet kittens, how they play with them and care for them. 
Perhaps a kitten may visit the schoolroom, children may play 
with it, feed it, call " Come, kitty, kitty," listen to hear it say 
" Mew! mew! mew! " 

Lesson i. 

(P. 10.) Open your hooks to p. 4. What do Harry and Betty 
see? Show where it says Three Little Eggs. Turn to p. 10. What 
is Betty playing with ? What is the name of this story ? Show 
where it says Three Little Kittens. Let us count the kittens. 
By this time the pupils should be in the habit of moving their 
markers from line to line without special direction. When the 
first three lines have been read singly, have all three read 
together. What little girl do we see ? Read the line which tells. 

33 



HOW TO TEACH READING 

Point to Betty*s name. Find it in the next line. How does Betty 
feel toward the little kittens ? This word says loves. Read the last 
line. Read both lines about Betty. Have one child read p. 4, 
another p. 5, another p. 10. 

Lesson 2. 

(P. II.) What a good time Betty and the kittens are having! 
What colors are the kittens ? Point to the black kitten, the white 
kitten, the gray kitten. We shall read first about the black one. 
This suggestion should help the children to get the word black 
in the context. Use the same plan to get the words white and 
gray as the next sentences are read. Some one may read about 
all three kittens. Here are two sentences about the black kitten. 
Who can read them both ? Here are tivo about the white kitten. 
Read them. Which kitten is told about 7iext ? Point to the word 
gray. Find it again. Read about the gray kitten. What do the 
three kittens say ? Does Betty love her kittens ? Point to the 
sentence which tells that she loves the black kitten, the white kitten, 
the gray kitten. Show where the kittens say " Betty loves me.*' 

At the drill period teach the phonogram ay from the words 
gray, say. See suggestions under Lesson 6 in the preceding story 
group. Other words coming soon in the primer which are built 
on the phonogram ay are way, may, play. 

Review e and the words me, see, three, tree. 

Lesson 3. 

(Pp. 10, II.) Let us play this story. Who are playijig in the 
picture ? Point to Betty's name. Find it again; again. How many 
kittens are playing ? Show where the story says three little kittens. 
Find it again. How does Betty feel toward the kittens ? Show the 
word loves ; again ; again. Let us see if we can find the words 
which we sounded yesterday. The teacher sounds the words 
slowly in the order in which they occur on the pages, the chil- 
dren pointing: — three, see, gray, say, me. If this part of the 

34 



TEACHING THE RIVERSIDE PRIMER 

work seems difficult, drop it for the time and push on to the rest 
of the lesson. 

The children select pupils to represent Betty and the three 
kittens, who pose as in the picture. The teacher assigns the 
parts to be read, giving each child a group of sentences as they 
appear on pp. lO and 1 1 . When a child has his group ready, he 
stands. The teacher helps those who need help. When all 
pupils are ready, the lesson is read, the teacher supplying 
promptly any needed word. 

Lesson 4. 

(P. 12.) Enjoy the picture. Which kitten is giving the most 
trouble ? Who is watching Betty ? Find the name of the story. 
Do not anticipate difficulty with the possessive form; both 
words are very familiar to the children, the expression is a 
natural one. Should the children hesitate, ask Whose kittens? 
Tell the words am and have as the children come to them; 
expect the stronger pupils to know all the other words. 

Lesson 5. 

(P. 13.) Betty is talking to us about her kittens. She asks us 
some questions. Let us read and answer them. The first word is 
do. When the question has been read, call on some child to 
answer it. Continue until the four questions have been read 
and answered. Betty is telling us which of her kittens are good. 
Read the next sentence, the next. What does the gray kitten do ? 
If the children do not know away, sound it for them slowly. 
What does Betty say when the gray kitten runs away ? How do you 
call a kitty? It is not so Important that the children recognize 
each word In the next six lines as it Is that they shall get into the 
spirit of calling the kitty. They know how a child has to coax. 
The repetition here is very natural. 

Lesson 6. 

(Pp. 12, 13.) Let different children play being Betty, each 

35 



HOW TO TEACH READING 

reading a group of sentences. The last few minutes may be 
spent in finding word groups which the teacher calls for : / am, 
I have, I love, I say. Do you see. Keep this work moving rap- 
idly. Do not expect to verify every child's work with each 
word group, but if possible, get to each child at least twice. 

Lesson /. 

(P. 14.) What is Kitty Gray doing? Find her name. Read the 
first two sentences. The first one begins This is. What has Betty ? 
Read the sentence where she tells you that. What does the hell say? 
Read, and make the Tinkle, tinkle sound just like a hell. Who is 
the hell for? Read the three sentences about the hell. Betty speaks 
to the kitty. What does she say ? Read both sentences. What does 
Betty do with the bell when Kitty Gray comes ? What does the hell 
say after it is tied on ? Betty says Now I can — what ? How glad 
Betty will be to know where Kitty Gray is! 

Re-read in sentence groups. 

Lesson 8. 

(P. 15.) Who are talking in this lesson ? Show where it says 
Mew ! Mew ! Mew ! Which kitten talks first ? Point to the word 
which says hlack. In the same manner get white and gray. Let 
one child represent each kitten. The teacher may well carry on 
the dialogue with each kitten, asking Whose kitten are you ? 
Later other kittens are chosen and a child may ask the ques- 
tions. 

Lesson g. 

(Pp. 16, 17.) This page {16) tells what Betty does and she asks 
if you do the same things ? This page (17) tells what the hirds and 
the kittens can do, and asks if you can do them too. Find any 
group of sentences which you would like to read. 

These are review pages and by allowing this free choice, 
children will select sentences which they know. Have each 

36 



TEACHING THE RIVERSIDE PRIMER 

question answered, by action when possible. Later the sentence 
groups may be read in sequence. 

Lesson lo. 

Re-read the entire story group, Three Little Kittens. See 
suggestions for Lesson 1 1 upon The Three Birds, Drill on the 
phonic words me, see, tree, say, gray, way; on the word groups 
/ see, I am, I say, I have, Do you. Can you; on the words in the 
fundamental and complete vocabularies (Primer, pp. 121-122). 
Drill period : ing, sing. Other words : thing, bring, wing, morn- 
ing, evening. 

PLAN FOR STORY GROUP — BETTY's DOLLY 

Lesson i. 

(Pp. 18-21.) Enjoy the pictures as a series. The ideas pre- 
sented will bring many expressions of the text into the conver- 
sation: Betty's dolly, wash her clothes, iron her clothes, etc. 
The children will read the title and first two sentences easily. 
Betty is showing us how she does all these things for her dolly. 
See if you can read the name of her song. If the children have 
trouble with This is, have them turn to p. 14 and look at the 
first sentence, then turn back to the title of the song and name 
the first two words. Sound way for them. When the children 
have read the title the teacher may read the song, the children 
watching the pictures or just listening. Get the rhythm, the 
repetition. Read the song again, encouraging the children to 
point to the lines as they are read and to read with you. 

Lesson 2. 

(Pp. 18-21.) Let a strong child read the title; another pupil, 
the first two sentences and the song title. Call for volunteers 
to read or sing the first stanza, the teacher supplying needed 
words without comment. Have children point to definite lines 
and read them : This is the way. Wash her clothes, So early in 

37 



HOW TO TEACH READING 

the morning. Read the stanza with the class, getting the 
rhythm. Treat the following stanzas in the same way. Flay 
that you are Betty and show us the way you do one of these things. 
We will guess what you are doing. Have the child who guesses 
read or sing the stanza which tells about the action he thinks is 
being portrayed. 

Lesson j. 

(Pp. 1 8-2 1.) Have the song read or sung through stanza by 
stanza. Call for separate stanzas by writing the key word on 
the blackboard: wash, scrub, take, sweep, floor, house. Let 
children read or sing favorite stanzas. 

Drill period: ake, take. Other words: bake, cake, make. 
Work for clear sounds. After working from the blackboard, 
have children find and sound these words, using pp. 20, 21, 23. 
It is important that the children realize how frequently the 
sounds taught appear in the words which they use. 

Lesson 4. 

(Pp. 22, 23.) Enjoy the picture. Why does Harry carry the 
doll that way ? Let the children realize that this is a conversation 
between Harry and Betty. This is where Harry speaks, point- 
ing to the first line. If you read what he says, who are you playing 
that you are? This says Harry, but it means: "7 am playing 
Harry.*' We do not read it out loud. We just think: "I am play- 
ing Harry.*' Find another place where you think: *'I am 
playing Harry.'* Show where Betty speaks, — think: "/ am 
playing Betty." Find another place where you think: " I am play- 
ing Betty." Notice the method of handling this dialogue. It 
will be found that children will read this and similar material 
with far better expression than stories in narrative form. The 
children lose self consciousness by becoming for the time being 
the characters whom they represent. Much dialogue is thus 
introduced to improve the oral reading. 

38 



TEACHING THE RIVERSIDE PRIMER 

The new words in this lesson, what, it, them, may well be told 
to children as they need them, the song may be read or sung 
first by the teacher. Drill on these words later. 

Lesson 5. 

(Pp. 22, 23.) Several pairs of children may read as a dialogue, 
taking the parts of Harry and Betty. Some teachers will find it 
possible to have several groups reading at the same time, the 
teacher passing from group to group. Be certain that the rhythm 
of the song is well given. 

Drill period : all, call. Other words : fall, hall, tall, wall, small 

Lesson 6. 

(Pp. 18-23.) Assign the stanzas and parts on the different 
pages, each child to be responsible for one. As soon as a child 
volunteers for a stanza or part, have him stand in front of the 
class and get ready to read. Encourage the children to act out a 
stanza or to sing as they read. Begin when all are ready, and 
have the parts read without interruption, supplying needed 
words. When all have finished the class may comment on the 
reading. Assign to another group and repeat. 

Be certain that phonograms and words of the fundamental 
vocabulary are known. If children are having difficulty with 
these, use supplementary reading or re-read the earlier pages of 
the primer until the children master them. Be thorough, but 
be sensible. Never let the reading degenerate into mere word 
calling, but help the children to gain independence. Praise 
them for knowing words. 

PLAN FOR STORY GROUP — ROCK- A- BYE 
Lesson i. 

(Pp. 24, 25.) What is Betty doing ? Why is she singing to her 
Dolly dear ? Look at the picture and see who else are going to 
sleep. What is the name of this story ? If children hesitate over 

39 



HOW TO TEACH READING 

Come, have them turn to p. 13 where Betty is calling the kitty 
and find the word there. If they hesitate over Dear, have them 
turn to the song at the bottom of p. 23 and find it there. Tell 
them will when they need it. Suggest pretty by asking what 
kind of song Betty will sing. If a child sings Rock-a-bye, etc. 
(p. 24), without your telling her to sing, you may be sure she is 
getting into the atmosphere of the page. Have the page read 
as a whole. 

A child may read or sing the first half of the stanza (p. 25) , 
the teacher singing the second half. Have children memorize 
the stanza. Call attention to the rhyming words, fly, by, rock- 
a-bye. 

Let the children read the questions silently and answer them 
orally. Be careful that they answer in sentences. Expect a boy 
to answer, " No, I have n't a dolly," just as generally as you 
expect a girl to say, " Yes, I have a dolly." This and many 
similar silent reading exercises are introduced for the purpose 
of giving children practice in getting the thought without call- 
ing the words. This will break pupils of the halting method of 
calling words without bringing out the thought of the sentences 
read. 

Lesson 2. 

(Pp. 26, 27.) Enjoy the picture. Notice the mother's smile, 
the baby's closed eyes, Betty's uplifted finger. The children 
should be able to read the name of the picture. Praise the 
child who thinks the last word is baby. If the children have 
difficulty with the first sentence on p. 27, have them find the 
fifth line in the song (p. 25). Compare the last three words of 
the line with the first three in the sentence, the first three words 
of the line with the last three in the sentence. Read the sen- 
tence. Find The birdies fly in the song on p. 27; also to their 
nests. 

40 



TEACHING THE RIVERSIDE PRIMER 

Talk with the children about the signs of evening. Accept the 
ideas in the order given by the children and help the children 
to read the sentence expressing the thought, paying no atten- 
tion to the order in which the sentences appear. Then have 
the sentences read in order. 

After the song is read and sung, call attention to the rhym- 
ing words. Find a word which rhymes with Rock-a-bye, one 
which rhymes with soon. 

Drill period : y,fly, s, sing. Other words : my, by, sky, spy, see, 
say, song, so, soon, seen, said, sky. Teach the y and s with their 
key-words. Sound the other words and see if the children can 
tell them. In another lesson turn to pages already read and 
have children find and sound words ending in y or beginning 
with s. Do not look for many words on a page; choose words 
in titles, at the beginning or end of lines. The following pages 
may be used: 6, 7, 9, 11, 13, 25, 27. 

PLAN FOR STORY GROUP — PEEK-A-BOO, MOON 

General preparation : Have a conversation about the moon, 
the stars, the clouds which the children have seen. Let them 
draw these ; the teacher may write the name of each beside the 
drawing. They may not have seen a cloud pass across the moon 
or stars. Tell them about it; encourage them to watch for it 
and to report when they have seen it happen. Perhaps they can 
repeat, " Twinkle, twinkle, little star." The teacher may write 
this on the blackboard. 

Lesson i. 

(P. 29.) What are Betty and Harry watching ? They think the 
moon is playing peek-a-boo with them. What is the moon hiding 
behind ? With a little help the children will read the stanza. 
What words in it rhyme ? Point to are and star. Have the stanza 
read until it is read smoothly. Find some of the same words 

41 



HOW TO TEACH READING 

and word groups on p. 28. Peek-a-boo, moon ; behind a cloud; 
we 'II see; star ; soon; twinkle. 

Lesson 2. 

(P. 28.) Who are talking in this lesson? Who speaks first? 
What do you think when you see the name Harry ? the name Betty ? 
(See Lesson 4, Story Group, " Betty's Dolly.") What are they 
talking about ? Point to the words moon, cloud, star, twinkle. 
What game are the children playing with the moon ? The children 
in this row may play that you are Harry, the children in this row 
may he Betty. This gives every child a part, and each knows 
whose part he is playing. Tell where and there as they are 
needed. Unless the children imagine that they are watching 
the moon, the star, and the cloud, they cannot imitate the joy 
of Harry and Betty. 

PLAN FOR STORY GROUP — IN GARDEN AND MEADOW 

General preparation : Many conversation lessons about gar- 
dens and meadows, birds, trees, and flowers, need to be given 
during the time the children are reading this story group. The 
country children may be listening to the sounds made out of 
doors; woo, tweet, buzz. The city children need to be getting 
clear ideas of the meadow, the brook, the hive ; they too may 
listen to the sounds. 

Lesson i. 

(Pp. 30, 31.) Have the pupils memorize the rhymes on p. 30. 
In reading the dialogue on p. 31, they may be referred to the 
rhyme to identify words and word groups which they do not 
know; e.g., if pupils hesitate at the words flowers growing on 
p. 31, let them read the rhyme already memorized on p. 30 
until they come to these words, which they will inevitably 
recognize there. Or, after memorizing the rhyme, they may 

42 



TEACHING THE RIVERSIDE PRIMER 

find in the dialogue on p. 31 such phrases and word groups; as, 
where are you going, go with you, if I may. 

Drill lesson : h, have ; m, me. Other words : hop, house, hear, 
how, he, help, Harry, honey, home, mew, my, morning, moon, 
may, mother. H is one of the difficult sounds to give alone; 
it is generally better to give it as part of a word. (See drill 
under Lesson 2, Story Group, ** Rock-a-bye.") Pages which 
can be used to advantage in identifying words which begin with 
this sound are pp. 6, 20, 25, 28, 43. 

Lesson 2. 

(Pp. 32, 33.) The rhymes on p. 32 may be used as described 
in the preceding lesson. 

Drill periods: o, go; f,for; c, can. Other words; oh, so, four, 
over, blows, floor, home, slow, know, pony, more, snow, door ; 
fly, flour, five, fall, find, floor, flowers, fish, from, fed, foot, 
father ; come, cake, call, clock, clothes, cloud, cow, calf, cuckoo, 
count, cock, crumbs, caught, clown. 

Teach the phonic elements and the key words. Sound the 
other words slowly, the children naming each as you sound it. 
Write the following words and let children get them through 
sounding : oh, so, fay, fall, cake, call, he, home. 

The rhymes on pp. 30-33 form a good basis for review work 
in phonics. The teacher may say / see a word which begins 
with m. The children find may and name it. I see a word which 
ends with ing. The children find and name either going or 
growing. 

The ear training which helps the children to recognize the 
separate sounds, and the identification of the phonic elements 
in the text are most important at this stage. Slowly the chil- 
dren will gain power to discover new words through these 
phonic elements. 



43 



HOW TO TEACH READING 

Lesson 3. 

(P. 34.) Have a group of five play this. One may be a child 
who does n't know what to do, so is asking other children their 
plans, intending to go with one of them. She speaks wherever 
I stands before the sentence. She may call each child by name 
as she asks. Where are you going? Each child she asks has a 
different plan. Show each one where to find his answer. Read 
the lesson through the answer given by 5. Now all ask this 
question together. The children may call the first child by name 
as they ask this question. When she has answered they may 
go to the places mentioned and play as they have said. Other 
children may be the birds, the fish, the flowers, the kitten, the 
dolly. 

Drill period: ft, kittens. Other words: kind, brook, thank, 
tick-tock, think, bark, book, black, pick, tick, quick, peek-a- 
boo. Write the following words and let children get them 
through sounding: key, king. 

Lesson 4. 

(P. 35.) This lesson lends itself to work with word groups: 
Where are you going, I am going, to the meadow, in the meadow, 
may I go, oh yes, do come. 

Lesson 5. 

(Pp. 36, 37.) The children will connect the daisy chain with 
the paper chains they make in school. The teacher and children 
who have access to dandelions, clover and pretty grasses will be 
able to make chains similar to the daisy chain. Let children 
show how Harry picked a daisy, how Betty picked a daisy. If 
the word then troubles them, turn back to p. 23 and find it. 

The teacher may read or sing the first rhyme on p. 37, the 
children reading or singing the other, first counting the nine 
nodding daisies. If they have trouble in starting, have them 

44 i 



TEACHING THE RIVERSIDE PRIMER 

turn back to pp. 4 and 5 to get the counting idea and the 
words One little, Two little, Three little. Tell the names of the 
other numbers if they give trouble. If children have the idea 
of counting, they ought to get them, however. 

Drill period: en, then; I, love. Other words: ten, when, hen; 
little, like, lamb, look, lady, last, let, will, shall, all, fall, call 
The sound of / is very musical when the tongue is carefully 
placed. Keep the tones sweet and bell-like. By shortening the 
sound en the following words may be used: kitten, garden, 
seven. Write these words for children to discover through 
sounding: lay, lake, lo, men, hen. 

Lesson 6. 

(Pp. 38, 39.) What was the name of the lesson on p. j/ ? What 
is the name of this lesson {p. 38)? Of this {p. sg)? Look at the 
pictures and tell what these pages are about ? Who can do what 
these children are doing ? Assign a stanza to each group to pre- 
pare. Help those who need help. Assign the stanzas on p. 37 
to some of the slower children. When all are ready, have the 
stanzas read in succession by six children, by another group of 
six. 

These pages are excellent for drill work in identifying phonic 
elements: ing, s, m, h,f, I. (See Story Group, " In Garden and 
Meadow," Lesson 2.) 

Lesson 7. 

(P. 40.) See the little girl in the picture. What is blowing her 
hair ? What else is the wind blowing ? How does the wind sing 
when it blows ? Sing like a gentle wind ; like a strong wind. What 
else have we read about which sings ? If the children do not recall 
birds and brook have at least one child turn to each of these 
pages, 7, 24, 26, 33, and find what sings. Assign the first group 
of sentences for preparation. Have one child read them, 
another child. The other sentences on the page should be pre- 

45 



HOW TO TEACH READING 

pared and read as groups. Have the children imitate the rock- 
ing of the nest, the bowing of the trees, the nodding of the 
daisies. 

Drill lesson: b, boy. Other words: birds, by, bow, baby, 
brook, buzz, bee, blows, Betty, black, bell, bake, blue, bed. 
This sound is very difficult to give by itself; associate it with 
words, pronouncing slowly and distinctly, b-oy, b-irds. Do not 
give it buh-oy, buh-irds. These words the children will recog- 
nize as beginning with the new sound : birds, by, baby, bake, 
boy, brook, Betty. Write them and have the children pronounce 
them slowly. These words they can discover by sounding: 
bee, be, bay, ball. 

Lesson 8. 

(P. 41 .) This is what the little girl is saying to the wind. Read 
the poem to the children until they get the music and rhythm 
in it. Do the daisies whisper to the wind ? What else may they 
whisper besides " Come and play " ? Read the line where the 
little girl asks what they whisper. Would you like to know what 
the daisies are saying to the wind ? Read the lines which ask the 
wind to tell you. Say Please very politely. Find the word which 
rhymes with nod, with play. Read the poem, encouraging the 
children to follow the lines and read with you. Let them dram- 
atize it, some being daisies, another the wind singing, another 
the little girl talking to the wind. Eventually the poem should 
be memorized. 

Drill lesson : t, take. Other words : two, to, too, tree, tinkle, 
take, out, at, that, not. Words to be discovered : tall, ten. 

Lesson g. 

(P. 42.) Enjoy the picture. What will the bird want to tell 
Betty about ? Find where the bird tells about a nest, three eggs. 
What do you suppose Betty said to the pretty bird when they met ? 
What do you say when you meet any one ? The children may say 

46 



TEACHING THE RIVERSIDE PRIMER 

" good-morning," " good afternoon," or give some other form 
of salutation. Accept these, then say, Betty began hy saying 
how ; this should give them the cue. How do you answer when 
some one says How do you do, Jack ? See how the pretty bird 
answered Betty. If the children say " pretty " well, substitute 
very without comment. Think how hard this bird has been 
working. I believe you can think what he tells Betty. If very 
troubles the children, have them find it in the preceding sen- 
tence. Try to have them get busy by thinking of the work the 
bird has to do, then if necessary sound it slowly for them. 
Work to get bird-like sounds from Tweet, tweet. How much 
did Betty say to the bird ? How much did the bird say to Betty ? 
If the teacher wishes she may call attention to the quotation 
marks. This should be done sometime while reading pp. 42-45. 
Dramatize the scene. 

Drill period : ill, will. The children can discover these words 
through sounding: sill, mill, hill, fill, kill, bill, till. Let them 
sound other families of rhyming words : e, me, see, bee ; ay, say, 
may, hay, lay, bay ; ake, take, sake, make, cake, lake, bake. 
Always use the phonic element and keyword first when giving 
lists of rhyming words. 

Lesson 10. 

(P. 43.) Many children will need help in understanding about 
the hive and the honey. All will enjoy buzzing like the honey 
bee. Keep the tones clear, light, and musical. 

Lesson 11. 

(Pp. 44, 45.) Here again there is need of care to be sure that 
children interpret. Babble, bubble brings out the sound of b 
very clearly. On these pages children may find a number of 
words beginning with the same sound. Let the children find the 
rhyming words on p. 45, bee, sea, bee, sea, then the imitative 
words. Tweet, tweet. Buzz, buzz. Babble, bubble. Notice the 

47 



HOW TO TEACH READING 

repetition of busy. They will then be ready to read the two 
stanzas. 

Lesson 12. 

(P. 46.) Have the children read the song, Little Bird (p. 9), 
and the songs to the brook (p. 33). After the first stanza on 
p. 46 is read, a glance at the picture will suggest what the little 
bird might sing about. What does the rain say ? Let the chil- 
dren tap their desks or the windows to imitate the sound. Show 
them the rhyming words, rain, pane. What happens when the 
rain is done? Show the rhyming words sun, done. 

Drill period: wh, where. Other words: what, white, who, 
whisper. Children discover when, why by sounding. 

Lesson 13. 

(P. 47.) Enjoy the picture. Be sure that the children find the 
birds and the elf safe under their umbrellas. This is a good page 
on which to work for word groups : on the meadow, on the trees, 
on the flowers, on the window-pane, to see the rain, to see the 
sun. 

Drill period: Let the children find in their primers words 
ending in ing: pp. 19, 27, 29, 30, 32, 33, 37, 43, 44, 45, 46, 47. 
Assign a page to each child. As a word is found and named, 
write it on the blackboard. Let each child see if he can find 
three in the list which he knows. 

Lesson 14. 

(Pp. 48, 49.) Talk with the children about the rainbow. If 
possible a glass prism may be hung in a sunny window so that 
they may see the beautiful colors. Imitate the raindrops, say 
Pit-a-pat. Read the poem to the children. Read it again and 
let them answer each question. Read it responslvely, letting 
them read the short lines. Find the rhyming words. Have the 
questions on p. 48 read silently and answered orally. Refer a 

48 



TEACHING THE RIVERSIDE PRIMER 

xhild to the poem for words or word groups which he does not 
know. (See Story Group, " Rock-a-bye," Lesson i.) 

Drill period : un, sun ; d, did. Other words : run, gun ; do, 
dolly, daisy f down. Children may build day, den, fun, bun. 

Lesson 15. 

(Pp. 50, 51.) These and the two following pages are review 
pages. The thoughts are familiar to the children, but the 
presentation is new. Treat these two pages as puzzles. Dwell 
on the rhyming words. 

Drill period (p. 119): See how many of these rhymes the 
children can give. With some rhymes the teacher may name 
the first word, the children giving the word which rhymes. 

Lesson 16. 

(P. 52.) Assign parts to the children, one to be the kitten, 
one the bell, etc. Let 'each read what he is supposed to say. 
Work for good imitation in the sounds. When the page has 
been read in this way by at least two groups of children, have 
one or two children read the entire page. 

Lesson 17. 

(P- 53-) This is a fine test of the children's memory of their 
reading. If a child asks for one of the nouns in the first group 
of sentences or one of the imitative words in the second group, 
have him find the same noun, or imitative word on p. 52. Tell 
other words which give trouble. All these questions are to be 
read silently and answered orally. With a strong class each 
child may read ahead at his own rate of speed, answering several 
questions as the teacher comes to him, no attempt being made 
to have the children listen to one another. Or several children 
may work in a group, each one taking his turn, the teacher 
moving from group to group. 



49 



HOW TO TEACH READING 

Lesson i8. 

(P. 54.) The city children may know very Httle about the 
cow and the calf, but they will be interested to learn. When 
the page has been read, see if the children can find a good place 
to divide it, so that one may read all about the cow and the 
meadow, one about the cow and the calf. In sounding Moo-00 
have the 00 prolonged. 

Lesson IQ. 

(P. 55.) Treat as lesson 18 was treated. Let the children 
dramatize both pages. 

Lesson 20. 

(P. 56.) We have learned many things about the meadow. This 
poem is about Over in the meadow. Let us see how many stanzas 
are about Over in the meadow. The children should find, point 
to, and read the first line of each stanza. Suppose we find how 
many of our meadow friends are in this poem. The children 
should find the brook, the sheep, the cow, etc. Now find how 
many meadow noises are here. The children find Baa, Moo, etc. 
The teacher may read the poem first, then individual children 
may read each a vStanza. Find the rhyming words. 

Lesson 21. 

(P. 57.) Assign the different sentences to different children. 
The teacher who succeeded in handling Lesson 17 by having 
each child read at his own speed, may handle this lesson in the 
same way, each child doing everything suggested on the page. 
Another way to present the page would be for each child in turn 
to do one of the things suggested, making his own selection, 
the others finding the command which he is obeying. 

Review. 
This is a good point at which to spend a week in reviewing 

50 



TEACHING THE RIVERSIDE PRIMER 

the pages already covered. Six story groups have been read, 
the last being by far the longest. You may assign each story 
group to a group of children, one of whom will be the leader. 
Each group may plan who is to read each page, what pages shall 
be dramatized, etc. Or each child may select a favorite story, 
either reading it himself or calling on others to read it with him. 
Dearborn found that in reading a passage the second time 
nearly one- third of the total time was saved, and the eye made 
fewer pauses on a line, a gain in eye-control. (See p. 20.) 

Read the early pages of this manual, also pages 121-128 in 
the Primer. Are you getting full value out of the characteristic 
features of the Riverside Primer? Are you utilizing the thought 
values? Are your drills short, varied, definite, rapid? Are the 
children gaining power to recognize words through context, 
through sound values? Do they know and name promptly the 
words of the fundamental vocabulary, the phonic elements 
which have been taught? Which children in the class are you 
holding for the complete vocabulary? Have you learned which 
words to tell in a lesson ; those for which to hold the class respon- 
sible? Do your children interpret new work readily? Are both 
types of seat work represented in your class daily? Are your 
children getting good habits of rate in reading? What are you 
doing for the pupil who does not learn to read? How much 
supplementary reading is being done? 

STORY GROUP — GRANDPA CLOCK AND CUCKOO CLOCK 

Lesson i. 

(Pp. 58, 59.) Unless the children have seen a Grandpa clock, 
the teacher needs to be careful that they get right ideas of its 
size and of the dignity of its Tick-tock. Have them listen to 
the ticking of the schoolroom clock, then give them the pace at 
which the Grandpa clock ticks and let them play they are 

51 



HOW TO TEACH READING 

Grandpa clocks, each swinging one arm for a pendulum. The 
words on p. 58 are so in keeping with their thoughts that they 
should give little trouble. The initial and final sounds of clock 
and tick-tock are known and may help in determining those 
words. The expressions all day and all night will be given in 
discussing how long the Grandpa clock ticks. Find the rhym- 
ing words in the stanza. Read the stanza slowly, in keeping 
with the rhythm of the Tick-tock. A Grandpa clock can be 
constructed out of a 16-inch square of paper. 

Lesson 2. 

(Pp. 60, 61.) The charm of the cuckoo clock for a child can 
hardly be imagined. Tell the children of the little bird who 
comes out when the clock is ready to strike, and of the striking 
sounding as if he were calling cuckoo, cuckoo. Have the Tick- 
tock given as the rhyme says very quick. The rhyme should be 
read at a speed in keeping with this rate. Have the two stanzas, 
pp. 59 and 61, read to show the contrast in movement. The 
children will enjoy this display of voice control. 

STORY GROUP — THE LADY MOON 

Lessons i and 2. 

(Pp. 62, 63.) Look at the pictures on pp. 29, 41, reading or 

reciting the rhymes. Examine the picture on p. 62. What is 

Betty showing her dolly? The Teddy-bear is looking tool The 

first lesson may well close with the sentence You will soon be 

dreaming. Do you think the stars look like white daisies ? Is the 

moon like a lady ? Some one else says : 

"The little stars are the lambs, I guess, 
And the fair white moon is the shepherdess." 

Which do you like better, to think of star daisies or star lambs ? 

In the second lesson the dolly is dreaming. What may she 
dream about? After the page has been read, let the children 

52 



TEACHING THE RIVERSIDE PRIMER 

put their heads on the desks and dream some of these dreams. 
Call them to wake up and have them tell their dreams. Encour- 
age them in expanding the thought suggested to them. 

Drill period: at, that. Build the words: sat, mat, hat, fat, 
cat, bat. 

Lesson 3. 

(P. 64.) Enjoy the picture. What do these stars look like? 
What does the moon look like ? What has the Lady Moon in her 
hands? What is she doing? Read the poem to the children. 
Find the rhyming words. Find these word groups: When I go 
to bed, the stars shine, the little daisies, while I 'm dreaming 
so, comes to gather daisies. Read the poem again, the children 
reading with you and pointing as they read. Some day have 
them memorize the poem. Encourage them in the fancy of 
finding the star daisies in the morning. 

Lesson 4. 

(Pp. 66, 67.) These are review pages although they seem to 
have been written for the delight of reading about Once on a 
time. Assign the sentence groups among the children, one child 
to read each group, one to dramatize it. The child may drama- 
tize, the class may guess what is being given, then the reader 
may read the sentence group. 

Drill period: These are pages well adapted to identifying 
words containing well-known sounds: e (ee), y, s, m, c, k, I, b, 
t, wh, d. Use one sentence group at a time. A child or the 
teacher may say / have found a word which begins with s, or 
ends with I. The one who gets the word has the next turn. 

STORY GROUP — THE LOST CHICK 
Lesson i, 

(Pp. 68-75.) Bring out the dramatic side of this story 
group — the lost chick, where it was lost, what the hen, the 

S3 



HOW TO TEACH READING 

rooster, and Betty said, finding the chick, building the house 
for it. Work through the whole group rapidly, getting the story 
from the pictures, counting the chickens in each, reading the 
titles, giving the splendid imitative sounds. Find the significant 
sentences Oh, one little chick is lost! (P. 68.) Oh, here it is 
under the apple tree! (P. 73.) 

Lesson 2. 

(P. 68.) Who is speaking? How do you know? How did the 
mother hen feel about having ten little chicks ? Read the first two 
sentences and show how proud and happy she was. How many 
chicks does she expect to count ? How many does she find ? Read 
the two sentences about counting the chicks. How does the mother 
hen feel when she finds one gone ? Read what she says and show 
how sad and frightened she is. Assign to three children, one 
reading about the proud mother, one the mother making 
certain, one the frightened mother. 

This is a lesson in which the children's work in phonics will 
help them in getting the new words. They know the initial 
and final sounds of these words and with the aid of these and of 
the context, they should get the new words quite independently. 

Lesson 3. 

(Pp. 69-71.) Let the children compare the first rhyme with 
those on pp. 37-39. This may be done either before or after 
they attempt its oral reading. Before attempting to read the 
second rhyme orally have the children find and pronounce the 
first one or two words in each line, reading the rest of the line 
silently. Find and name the rhyming words. Read the titles 
on the next two pages. I wonder if there are any rhymes on these 
pages. Find the rhyming words, the lines which are repeated. 
Let each child choose a rhyme to prepare. 



54 



TEACHING THE RIVERSIDE PRIMER 

Lesso7i 4. 

(Pp. 72, 73.) Let a child show how Betty was looking for her 
chick when Harry met her. Harry should show that he knows 
something really is the matter. Betty is in despair when she 
says Where can it he ? Where can it he ? Have the children 
play they are listening when reading the first half of p. 73. 
What is the most joyful sentence? This lesson may be drama- 
tized again and again. 

Lesson 5. 

(Pp. 74, 75.) Tell the old story of " The House That Jack 
Built " at some period preceding the reading lesson, letting the 
children repeat as much as they know. The more fortunate 
ones will know it all. Here is another House That Jack Built, 
What kind of house is this ? Have the children identify the pic- 
tures of the house, crumhs, chicks, hen, and girl, finding the 
corresponding word in the first line of each sentence. Get the 
swing, the sing-song of this delightful style of diction. 

Drill period: th, that. Other words: this, there. Build the 
words: thy, though, then. 

Lesson 6. 

(Pp. 68-75.) Assign the parts of the story to the children and 
plan to have it dramatized as read. By careful planning every 
child may have a part. A group of children standing out of the 
space needed by the chick, the hen, Betty, etc., may read at the 
proper times Ten Little Chickens, What Can the Matter Be, 
The House That Jack Built, They Loved One Another. The 
nine chickens may cry Peep, peep, as they pick up crumbs in 
the safe barnyard. Jack may hammer away at the house before 
p. 74 is read. 

Another type of review would be for a child to choose a 
sentence to illustrate by action. The others guess what he is 

55 



HOW TO TEACH READING 

trying to portray, finding and reading the sentence. Several 
sentences will often be read before the right one is found. 

Lesson 7. 

(Pp. 76, 77.) These pages recognize the value of recalling 
thoughts. The thought content of the Riverside Primer is 
worth recalling. Let the children answer as many questions as 
they can. Give needed help with words but not with thoughts. 
When the lesson is finished, direct the children to the pages 
which will answer the questions which remain unanswered. 
These pages may well be used as a silent reading lesson, as 
were pp. 52, 53, 57. If the title Where troubles the children, 
have them turn to p. 34 and find it there. 

Drill period : The phrases recalled on p. 77 may be listed for 
drill : in the sky, in her little bed, in the meadow, etc. 

PLAN FOR STORY GROUP — MERRY GAMES 
Lesson i. 

(Pp. 78, 79.) The conversation about the picture will employ 
the words and word groups which are new. Have a march, one 
child playing Harry and blowing the bugle, one playing Charlie 
and beating the drum. Enjoy the Rub-a-dub-dub, How it 
rolls! Read the titles on p. 79, turning to pp. 37 and 70 for 
Did You Ever and What if they give trouble. The children may 
answer the questions by pointing to the picture, by pointing to 
the sentence on p. 78 which answers, or may answer orally. 
Let the children realize that " No " is as valuable an answer 
to these questions as " Yes," otherwise they will be encouraged 
to tell untruths. Perhaps the teacher herself has never had all 
these experiences. As the ideas here are new, these questions 
would better be answered in order by individual children. At 
another time they may be read silently and answered silently, 

56 



TEACHING THE RIVERSIDE PRIMER 

each child working at his own rate of speed, answering orally as 
the teacher comes to him. 

Lesson 2. 

(Pp. 80-83.) These children are getting ready to play a game. 
What game do you suppose it is ? Those children who are used 
to playing / Spy will have no trouble with the title. Where the 
game is known as Hide-and-Seek, the teacher will need to 
explain the identity of the two. Who suggested playing ? Find 
the sentence which tells. Who chose I spy ? How do you find who 
will he it ? What rhyme do you say when you count out ? Let us 
see how we like the rhyme these children used. The teacher may 
read it, pointing to the children as if counting out. Get the 
rhythm, pointing only on the important words: — 

One, two, three, 

A bird in a tree. 

The little brook flows, • 

And out he goes. 

Who is counted out first 7 Children find answers to these ques- 
tions in text, and point as they read them. Next ? Next ? Who is 
it? What does Jack say when he hlinds his eyes? Are the children 
ready when he finishes counting to ten ? What does Jack do then ? 
Who is spied first ? Who gets home free ? Who will he it next ? 
Where did the children hide ? That was a fine game! 

Lesson 3. 

(Pp. 80-83.) The study lesson of yesterday was as much a 
reading lesson as any oral reading lesson. The children are now 
ready to dramatize while reading orally. It may be well to 
practice counting out before the full dramatization is begun. 
Work with Jack's speeches also until they can be given rapidly. 
The dramatization may be continued, Betty being it and begin- 
ning / will count to ten. 

57 



HOW TO TEACH READING 

Lesson 4. 

(Pp. 84, 85.) Have the children play swing and seesaw to get 
the different rhythms. For the swing the arms may be swung 
from side to side in front of the body; for the seesaw extend 
the arms sideways even with the shoulders, palms down, bend- 
ing the trunk at the waist, to the left, to the right, the arms 
moving with the trunk. These are rhymes in which a compara- 
tively insignificant word, up, becomes very significant. Memo- 
rize the stanzas, especially The Swing, reciting them with 
appropriate rhythm. 

Drill period : ow, how. Words which may be built : cow, bow, 
sow, mow, now, bow-wow-wow. The poem on p. 84 calls by 
its rhythm for the accenting of how and the prolonging of ow. 

Lesson 5. 

(Pp. 86, 87.) This lesson and the two which follow suggest 
visits to the neighboring baker's, blacksmith's and tailor's 
shops, follow^ed by conversational lessons. Teach the rhyme on 
p. 86. Find the words: baker, buns, penny, money. Several 
children may hippity hop to the bakefs shop while others read 
the rhyme. Dramatize p. 87 as it is read the first time. 

Lessons 6, 7. 

(Pp. 88-91.) Treat these as you did the preceding lesson. 

Lesson 8. 

(Pp. 86-91.) Assign each rhyme to a child, also assign parts 
for dramatizing each scene. Although one child carried on the 
dialogue with a merchant, other children are in the party. 

Lesson g. 

(P. 92.) The titles may be read orally, the children turning 
to pp. 77 and 79 if they have trouble. Or they may get the 

S8 



TEACHING THE RIVERSIDE PRIMER 

titles by sounding. The questions are to be read silently and 
answered orally. 

Drill period : Work with word groups ; who can shoe, who can 
make, what do you see, where can you get, at the baker's shop, 
for the pony. 

Lesson lO. 

(P. 93.) Encourage originality in illustrating the different 
situations. The blacksmith will need to have another child 
represent the pony. 

PLAN FOR STORY GROUP — HURRAH FOR THE CIRCUS 
Lesson i. 

(Pp. 94, 95.) It helps greatly to read this lesson at circus 
time, although it may also be read in its natural sequence. 
The names of the animals will not be troublesome if the children 
know each well enough to talk about it. The initial sounds are 
familiar. Give the sound m. What animal am I thinking of? 
See if you find the monkey's name at the end of these sentences. 
The word clown can be sounded. Be sure the children read 
Hurrah with spirit. 

Drill period: w, will. Words which can be built: we, way, 
wing, wake, wall. Other words : wash, wind, woo, well, window, 
were. By this time the children will be ready to give many 
words containing a phonic element. Sometimes these may be 
given orally only. Play this game. / see something which begins 
with s. What is it ? Some child guesses sand. No, it is not sand, 
or Yes, it is sand. The child who has guessed correctly has the 
next turn. In the same way play, / see something which rhymes 
with joy. Yes, I see a boy. 



59 



HOW TO TEACH READING 

PLAN FOR STORY GROUP — NOAH's ARK 

Lesson i. 

(Pp. 96, 97.) This lesson may well be preceded by the Bible 
story of the flood, bringing out the care of God for his people 
and for the animals. Let the children find in the picture the 
animals which they know, finding their names in the text. If 
they name them in the order of the procession, they will easily 
follow the text. 

Each child may himself make a toy Noah's ark out of a box, 
cutting the animals from paper. 

Drill period : Work with word groups : is ready, in line, two 
by two, here come, and more, two hens, two dogs. 

This is another point at which a week may profitably be 
spent in review work. Read the suggestions for review (p. 50, 
of this manual.) Make sure of the fundamental and com- 
plete vocabularies, the phonic elements on pp. 121-128. Work 
with the rhymes on p. 1 19. See how many letters of the alpha- 
bet the children know (p. 120). They may each make an 
alphabet book, the letter appearing on one page, lists of words 
and illustrative pictures opposite it. They may cut out from 
advertisements letters which they know. Be sure these are large 
enough not to strain the eyes. 

PLAN FOR STORY GROUP — A VISIT AT GRANDPA^S 
Lesson i. 

(Pp. 98, 99.) Who are going away ? What noises does the train 
make as it pulls into the station ? Where do you suppose Harry 
and Betty are going ? Read the last line on p. qq and see if you can 
find out. What do you suppose the father is saying to the train- 
man ? Play that you are Harry and read p. g8. Play that you are 
Betty and read it. Now they are on the train sitting by the window, 

60 



TEACHING THE RIVERSIDE PRIMER 

Read until you find something they see which you have seen from 
the train. Are they looking at pictures ? Do houses run by? Do 
trees fly past us? 

When the children have found that some of their experiences 
on the train are Hke Betty's and Harry's, read the rhyme to 
them. Later they may read It, deciding which parts Harry 
said, which Betty said. Dramatize the two pages. Does the 
father go with them ? Find the answer to this question in the next 
lesson. 

Lesson 2. 

(P. lOO.) Why did Harry and Betty write this letter ? Do you 
suppose they really wrote it ? Perhaps they signed their names or 
put in some kisses. When did they send the letter ? As the children 
read, let them tell of their own experiences in visiting Grandpa 
and Grandma. Have one or two strong children read the entire 
letter at the close of the lesson. 

Lesson j. 

(P. loi.) Why did Father and Mother write this letter? When 
did they send it ? Had they received the children's letter ? Read the 
sentence which tells you. What surprise was waiting for the 
children at home ? Were Father and Mother getting lonesome ? 
Read the sentence which tells. Have the entire letter read. 
Dramatize the writing of each letter, the receiving of each. 

PLAN FOR STORY GROUP — WHAT I LIKE 

Lessons i and 2. 

(Pp. 102-104.) Assign a stanza to each child or let each 
choose his own. When all are ready have them read in order. 
Those who can do so, may illustrate by action. Find the 
rhyming words in each stanza. The teacher may show the 
pictures on the following pages: 9, 29, 44, 62, 49, 95, 58, 78, 85; 

61 



HOW TO TEACH READING 

the children finding and reading the stanza which tells about 
each. 

Lesson j. 

(P. 105.) Use as a silent reading lesson, each child following 
his own rate of speed. As you move from child to child ask 
what he likes about picking apples, looking at pictures, etc. 
Be sure that each is thinking as he reads. As a final test of 
appreciation, have each point to that which he likes to see best, 
to hear best, to do best. Or let him illustrate these by action, 
by giving the imitative words, by telling more than is told on 
the page. 

PLAN FOR STORY GROUP — AUTUMN AND WINTER 

Lesson i. 

(Pp. 106, 107.) Teach the poem. Talk about the bonfire 
(with a word of precaution as to danger) . Each sentence on 
p. 106 is a picture. Let each child find a picture sentence, read it, 
and tell what he sees: e.g., They fall from the tall trees. I see 
tall trees with the leaves falling from them. Let us gather leaves 
to make a fire, I see some children gathering leaves. They put 
them in a pile. Perhaps the children will enjoy knowing that 
grown people call this " reading between the lines." 

Lesson 2. 

(P. 108.) Like the circus lesson and the story group, " The 
Christmas Tree," this page should be read at its appropriate 
time, the day of the first snowfall. Such a day will yield delight- 
ful experiences for a supplementary blackboard reading lesson. 
(See p. 16, of this manual.) 



62 



TEACHING THE RIVERSIDE PRIMER 



PLAN FOR STORY GROUP — THE CHRISTMAS TREE 

Lesson i. 

(Pp. 109, 1 10.) Picture the surroundings of the fir tree, the 
many other trees in the forest, their straight trunks, the quiet 
of the forest. What did the little fir tree wish to be ? Why ? How 
had it heard of being a Christmas tree ? How much would it have 
to grow? What helps a tree to grow? Which did the fir tree ask 
first? Finish through Part 11, emphasizing the helping and the 
growing. Dramatize Parts I and 11. 

Drill period : Work with word groups : / may he, I will grow, 
I will help, to the sun, to the air, to the wind, to the rain. 

Lesson 2. 

(Pp. Ill, 112.) In Part iii bring out the increasing hope of 
the little tree; in Part iv the wonder and suspense of the helpers. 
Was the bird right ? Did the little tree become a Christmas tree ? 

Lesson j. 

(P. 113.) There are fine contrasts in this lesson, — the glee 
of the children at first, their quiet listening at last; the inde- 
pendence of Harry and Betty in hanging up their own stock- 
ings, their care for Baby in hanging up her stockings and shoes ; 
the clear shouts of the older ones, the Baby's attempt to imi- 
tate. By all means dramatize this. 

Lesson 4. 

(Pp. 114, 115.) Again there are contrasts to bring out, — 
the varying sizes of stockings, the wakefulness of Betty and 
Baby, Harry still dreaming. What did he see on his dream 
Christmas tree ? 

Drill period: er, her. Find on the following pages words 
which end in er or ers: pp. 27, 3o,37» 3^, 39, 4i, 56, 64, 71, 73» 

65 



HOW TO TEACH READING 

85, 86, 88, 10 1, 107. Assign a page to each child, list the words 
on the blackboard as rapidly as they are found. Let each child 
see if he can name three. Erase those which are best known and 
drill on the remainder. 

Lesson 5. 

(Pp. 116-118.) What delight this lesson will give! How 
many experiences the children bring to its reading. Did the 
fir tree become a Christmas tree? 

Lesson 6. 

Read the entire story group. Make much of dramatizing. 

Review the entire Primer by selecting a few story groups to 
read. Let the children turn to the table of contents (p. 2) 
and help select these. Let children read favorite rhymes, 
dramatize favorite pages, find a page to read silently. Be sure 
that the formal work (pp. 1 19-128) is well mastered. 



IV. TEACHING THE RIVERSIDE FIRST READER 

PLAN FOR STORY GROUP — TALES OF LONG AGO 

Lesson i. 

(Pp. 3-7.) Enjoy the pictures, emphasize the family rela- 
tions: — the grandfather reading to the grandson, the little 
girl looking at pictures and the baby pointing, the little girl 
playing Pat-a-cake with the baby. Let the children find the 
rhymes on pp. 6 and 7, reciting them if they know them. Read 
to them the poem on p. 4; later they will read it and re-read it. 
Dwell on the age of the tales. Perhaps some child can bring 
from home a story book which belonged to father, mother, or 
grandmother, reading from it if possible. Teach the children 
to play Pat-a-cake and Pease porridge hot. Dramatize the 
game with the baby. Ask at later times if they have taught the 
baby at home. 

Drill period: old, old; s, as; 00k, look. 

Word list I : sold, mold, hold, fold, cold, hold, told, has, 
his, hook, cook, look, book, took. 

Word list 2 : brook, tales, lands, reads, eyes, does, choose, 
rolls, pulls, cares, rose. 

Note. — Words listed under i are those which children 
should be able to sound, they having had all phonic elements in 
these words. Words listed under 2 are taken in general from 
the complete vocabulary. Some of these the children will 
recognize, others they may be able to sound, the teacher will 
need to help with others. No attempt has been made to have 
these lists exhaustive. Enough have been given, however, to 
stimulate the children, to challenge their mastery of sounds. 

65 



HOW TO TEACH READING 

Lesson 2, 

(Pp. 3-7.) Again read the poem on p. 4, the children follow- 
ing and reading with you. The pages following may be read 
with little comment if the first lesson was well given. The 
unity of each page makes the final assignment easy, one child 
will read each page. 

Drill period: ine, nine; n, nine. 

1 . Mine, miner, fine, line, whine, dine, thine, no, nun. Nan, 
Nat, now. 

2. Never, need, nothing, run, hen, ten, man, horn, seven. 

Lesson j. 

(Pp. 8, 9.) Teach the rhymes on p. 8. Enjoy the swing of the 
lines, the rhyming words. Locket, pocket, found, round, the 
alliterative structure (see p. 126). Find significant words and 
word groups : lost a pocket, found it, a ribbon round it. Use p. 9 
largely as a silent reading lesson. Who would like to do what the 
title says ? What the first line says ? Let some child answer the 
first question, the second, the third. Let Lucy and Kitty read 
silently the lines telling them what to do, what to say. Do not 
hold for exactness of oral reading here. 

Drill period : ound, found. 

1. Mound, sound, hound, bound. 

2. Ground, round. 

Lesson 4. 

(Pp. 10, II.) Little Miss Muffet may be recited, read, dram- 
atized. Let the children find the rhyming words: Muffet, 
tuffet; whey, away; black spider, beside her. Do the children 
understand tuffet, curds, and whey ? How did the spider get 
there ? Tell the children that spiders spin long lines and then 
swing on them, dropping down a long distance from where 
they start. Read them the poem on p. 11. Who was the little 

66 



TEACHING THE RIVERSIDE FIRST READER 

girl ? Was this play for the spider? for Miss Muffet ? Have the 
children find the lines which are repeated (the first and third 
are alike in each stanza), the word groups which are repeated. 
How many times is each repeated ? Assign the stanzas to differ- 
ent children and have the poem read. 

Drill period : words in fundamental vocabulary, column i . 

Lesson 5. 

(Pp. 12, 13.) Treat Little Jack Horner as you did Little Miss 
Muffet. Find some of the significant words and word groups 
from the rhyme on p. 13. Notice the appeal to curiosity in 
Just then he saw something, and again in the rhyme which 
follows. Let the children guess what the farmer is going to do. 
Dramatize p. 13. 

Drill period : p, put. 

1 . Pay, pen, pill, pat, pine, pound, spill, spine. 

2. Sheep, deep, ship, pig, pulls, pie, pocket, plum, plain. 

Lessons 6-g. 

(Pp. 14-2 1 .) Utilize the pictures in working out these lessons. 
The children may guess how the farmer, the miller, and the 
others helped in making the pie, but be sure they realize that 
Jack does not find out until his mother tells him. The expres- 
sion, Then Jack saw something else, and the introduction of a 
new character make each time an appeal to curiosity. Did the 
farmer tell Jack how he helped make the pie ? Will the miller 
tell about the farmer ? How can Jack find out how the farmer 
helped ? Let the children try to portray Jack's astonishment 
when the farmer said. You see, I helped make it, and the 
amusement of the latter at Jack's unbelief. When the sentences 
ending nowhere to be seen (p. 20) are read, have the children 
think of Jack as looking all around, over and over again. This 
section may be made quite dramatic. Have the questions at the 

67 



HOW TO TEACH READING 

foot of p. 21 read silently and answered orally. The entire 
series will make a fine dramatization. 

Drill periods: words in fundamental vocabulary, column 2: 
ed, red; r, red; own, down. 

1 . Fed, led, bed, Ted, Ned, ray, ring, rake, rill, run, rat, row, 
round, town, crowns, clown, brown. 

2. Your, mother, father, flower, water, ride, rest, reads, 
road, right, roof, rolls. 

Lesson 10. 

(Pp. 22, 23.) Make much of these pictures. Where is the 
ship ? Which is Bobby Shafto ? What are the other sailors doing ? 
What great city is this ? These children play they are going there. 
'Find to London town. In the second stanza where do the children 
play they are going ? Find home from London town. Find the 
lines which are repeated. When the poems have been read, let 
children play going to London town, galloping in the rhythm 
of the stanza. 

Drill period : word groups : gone to sea, in other lands, one 
foot, the other foot, that is the way, that *s the way, to London 
town, from London town. 

Lessons 11-14. 

(Pp. 24-31.) There is real dramatic movement here, char- 
acters coming and going, a fine climax when the third bird 
awakens Little Boy Blue and he comes back to his duty, and a 
most satisfactory ending with sheep and cows back in the field 
and Little Boy Blue thanking the faithful bluebird. The first 
lesson may w^ell be a study lesson including the whole story, 
children reading silently to find the sentences which answer 
significant questions. Who is this ? Where is he ? Who came ? Did 
he waken Little Boy Blue ? Do not let the children answer these 
questions from memory, insist on their finding the answ^ers in 
the lesson. Further lessons may deal with the main parts of 

68 



TEACHING THE RIVERSIDE FIRST READER 

the story in detail: Little Boy Blue and the first little bird, the 
first and second birds and what they did, the third little bird 
and his success. The children may think of appropriate names 
for these parts. There is fine opportunity for voice training in 
the singing of the birds: very, very softly; very softly; louder 
and louder; just as loud as he could sing; the final happy song. 
How loud was that? 
Drill periods : eep, sheep, sh, sheep, orn, corn, 

1 . Keep, weep, peep, sleep, shake, shy, shun, shook, shine, 
shed, morn, horn, born, corner, Horner, morning. 

2. Shepherd, wish, shone, fresh, rushes, ship, shaking. 

Lesson 15. 

(Pp. 32, 33.) These pages emphasize the value of recall in 
reading, the bringing again to mind of that which has been 
read at a previous time. Children may read each question, 
pointing to the picture when answering the questions begin- 
ning with Which. When the other questions have been 
answered, let each child find and read the rhyme about one of 
the characters named. 

Drill period : ell, tell. 

I. Sell, fell, hell, dell, well, shell, seller, telling. 

As each story group is finished, make sure that the necessary 
word and phonic drills which accompany it have been thor- 
oughly done. Select favorite pages to read. (See p. 51, of this 
manual.) 

PLAN FOR STORY GROUP — UNDER THE APPLE TREE 

General preparation: To get the most from these lessons, 
children must have seen an apple tree, smelled the fragrant 
blossoms, watched the birds and bees, played under the trees. 
Such lessons should help the children to recall observations they 
have made and should send them out eager for fresh experiences. 

69 



HOW TO TEACH READING 

Lesson i. 

(P. 34.) See that the children get the pictures, imitate the 
sounds. They go drifting away calls for interpretation to express 
the delicate motion portrayed. The page may be read in sen- 
tence groups. Encourage the children from now on to read 
several sentences together. 

Lesson 2. 

(Pp. 35, 36.) The pictures on p. 35 tell the story. Let each 
child choose a picture and read the stanza which describes it. 
Find the rhyming words. The picture on p. 36 suggests many 
elements in the poem: Early every morning, a birdie, in the 
blossoms. This page and the next may emphasize the joy of 
getting up in the morning, there are so many things to see and 
to do. Imitate the bird's call. This poem may well be memo- 
rized. 

Drill period : et, get; g, get. 

1. Set, met, wet, let, net, pet, getting, petting, petted, 
wettest, letter, better, gay, go, gun, gold, ground, gown, 
golden, going. 

2. Ago, grew, pig, together, log, begins. 

Lesson 3. 

(P. 37.) Notice again the greater intensity with which the 
bird sings at the last. Who else was wakened by a little bird's 
singing ? Turn to pp. 28 and 29 and read the bird's songs. 

Lesson 4. 

(Pp. 38, 39.) Find the pictures, the sounds, the rhyming 
words. Be sure that the children understand the help of the 
flowers, rain, and sun. Do they like the sweet, sweet honey? 

Drill period : fundamental vocabulary, column 3. 



70 



TEACHING THE RIVERSIDE FIRST READER 

Lesson 5. 

(Pp. 40, 41 .) Have each stanza read in couplets which appeal 
to the birdie, the bee, the wind. How much may depend upon 
the way one says please ! Re-read favorite pages of this story 
group. 

Drill period : work with word groups, a nest and four eggs, 
where the wind is singing, to the mother bird, please sing a 
song, while you 're busy, the songs of the apple tree. 

Lessons 6, 7. 

(Pp. 42-45.) An imaginary circus has great charms. What 
animal do the children play that the kitten is ? the dog ? What 
does the kitten mean when she mews so hard ? the dog when he 
harks ? Could we play circus here ? Let the children improvise 
tunes for the rhymes on pp. 44-45. (See p. 32, of this manual.) 

Drill period : ide, ride. 

1. Side, hide, hiding, tide, wide, rider, widest. 

2. Besides. 

Lesson 8. 

(Pp. 46, 47.) The children know the first stanza of The 
Swing. Bring out the thought of being up, up so high, of seeing 
so far away. Memorize the poem. Notice the author's name. 

PLAN FOR STORY GROUP — THE LITTLE RED HEN 
Lessons 1,2. 

(Pp. 48 to middle of 52.) Examine the pictures, become 
acquainted with the characters, find their names in the text. 
In the first reading, the teacher may well read the rhymes so 
that the movement through to the end may have a satisfactory 
speed. How much efficiency is expressed in each And she did! 
The children may think of names for the parts, such as, — 
sowing, reaping, grinding, baking. Note the parts of the 

71 



HOW TO TEACH READING 

stanzas which are alike.. Compare These grains I 'II sow with 
If grains you sow. Did the hen do right? Why? 

Lesson j. 

(Pp. 52, 53.) There is splendid contrast here between the 
complacency of the hen and the retribution of the others. 
Dramatize the complete story. Will it aid the effect to finish 
with What the Others Said ? Can some children read the entire 
story? 

PLAN FOR STORY GROUP — A DOZEN TOILERS 

General preparation: Children are interested in the busy 
people about them. They seem to appreciate the earnest spirit 
of the workers. Each is proud of his father's work. There is 
much planning as to being an engineer, a fireman, or some 
other splendid worker " When I grow up." Encourage them to 
watch the workers, to ask questions about the work, to tell the 
class what they have seen or heard. Take the class to see some 
of the toilers. 

Types of lessons: There are lessons to read and discuss 
because of the wonderful facts which they tell. (Pp. 54, 55, 56, 
etc.) Other lessons are for dialogues or dramatizing. (Pp. 61, 
70, 71, 81 ff.) See that the beautiful poems are memorized 
when they are understood. Bring out the quiet humor in the 
poem about A Diamond or a Coal (p. 74). The class may 
improvise tunes for the beautiful lullabies (pp. 92-97). The 
review lessons (pp. 86-91, 104-105) call for thinking on the part 
of the children. Some of these pages may be used for silent read- 
ing. (See p. 21.) Identify each stanza on p. 89 with the riddle 
it describes on p. 90. (Pp. 62, 65, 69.) These may be read, 
then dramatized by changing the wording, an excellent bit of 
language work : i.e., '' I am an engineer. My engine is running 
forty miles an hour. The train rushes over hill and plain. Hear 

72 



TEACHING THE RIVERSIDE FIRST READER 

the whistle, Toot, toot. Hear the bell, Ding-dong. I am stop- 
ping my train at the station." 

Opportunities for emphasis upon expression: imitating the 
movements of the toilers, their cheery calls; how the train 
caller's voice will ring out! Special sentences portraying emo- 
tion, / should hear the whistle in my dreams (p. 65). " Watch 
out ! " says the gong (p. 68). Away over the houses ! (p. 77). 

Drill periods (p. 60) : ain, train. 

I . Main, pain, rain, gain, paint, grain, plain, training, pained, 
painter, gaining, plainest. 

(P. 83) : test, rest. 

1. Lest, best, test, west, nest, resting, western, nested, 

2. Forests. 

(P. 92) : light, night. 

I . Sight, bright, might, fight, light, tight, fighting, lighten, 
tighter, lighted, brightest. 

Fundamental vocabulary, column 4. 
Let each child select one toiler whom he would like to be and 
read about the work. 

PLAN FOR STORY — THE GINGERBREAD BOY 

Enjoy the pictures. The first part of the story is the key to 
all the rest ; if the children get the spirit and vocabulary of this, 
the rest of the story will move rapidly to its tragic ending. 
This story can be dramatized, can be read in parts, and should 
be read from beginning to end by many children. In this latter 
do not hold to exactness of wording, provided a child has the 
spirit of the story and is really conveying the thought to his 
hearers. 



73 



HOW TO TEACH READING 

PLAN FOR STORY — THE CAT THAT WAITED 

Assign each part to a group of children to dramatize, and 
have the first reading carried through by dramatizing. Was the 
cat wise ? How hungry those kittens must have been! 

In finishing the Reader spend several days in reading and 
dramatizing favorite pages. Be sure that the children know 
some of the beautiful poems. Satisfy yourself that the formal 
work has been well done. 



V. TEACHING THE RIVERSIDE SECOND READER 

(The children may well re-read parts of the First Reader at the 
beginning of the second year. Review word and phonic lists 
also. Study pp. 190, 191, Second Reader. Make frequent use 
of pp. 181, 182.) 

Read the Children's Preface to the class. Let them read 
p. 9, then ask for their favorite stories. Look at the Table of 
Contents; see if any one finds the name there of a good story 
which he knows. If so, that may be a good story with which to 
begin. Make much of all illustrations. 

At first the children may need to work through the lessons 
in class, sentence by sentence. Within a few weeks expect them 
to prepare a paragraph before offering to read. In re-reading a 
story, they may be trained to look for the large parts : A child 
says, / am going to read how the fox got the colt (p. 33). 

Work for independence in reading, help children to get words 
through context and through sounding, expect them to know 
common words. Keep up phonic and word drills as listed. By 
the middle of the year pupils should have good habits of inde- 
pendent attack upon new lessons. 

Train children to read so that the hearer may see the picture 
or the action. The swallow (p. 10) must fly away, a-wa-y 
— ever so far away. The silver sand (p. 11) must stretch away, 
a-wa-y — ever so far away. Hurrying home (p. 10) must be 
hurrying. The weathercock (p. 20) must see the white waves 
rolling in, the ships sailing, the sea-birds flying, the children 
playing in the sand. 

For seat work the children may find picture sentences or 
paragraphs, and draw what they see; perhaps copying the 

75 



HOW TO TEACH READING 

sentence below the picture. They may make a Hst of the char- 
acters named in the story, writing one thing that each did, one 
thing each said. (See p. 17, of this manual.) 

Notice the authors of selections. Explain '' An Old Tale," 
'' Adapted," '^ Anonymous," etc. Work with the word lists 
at the back of the book. Be sure that the children know the 
phonograms and consonant sounds. 

TYPE LESSONS 
Type I. Poems of nature (pp. 10, 20, 32, 38, 88, 137). 

All nature poems assume that the reader has had experiences 
with that part of the nature world presented in the poem. 
Where the children have had the experience, recall it as simply 
and beautifully as possible. Perhaps a related experience will 
have to be accepted instead; many children do not know the 
swallow, but have watched other birds fly away. Others may 
be led to watch for new experiences ; they will wish to see fire- 
flies after reading Twinkling Bugs. 

The poem gives a new thought, a different interpretation of 
these nature ideas. The message of the swallow (p. 10), the 
mystery of the wind (p. 20), the moon floating in the sea of 
sunset (p. 38), — these are the treasures the poet shows us. 
Have the children memorize many of these poems. 

The music of each poem also needs to be brought out. Many 
tirnes the teacher needs to read the poem to the children first. 
Notice the rhyming words, the repetition of words and word- 
groups, the use of alliteration. Always read a poem so that the 
rhythm is evident, not in a singsong way, but fitting the words 
and thought to the rhythm as you would to music. 

LESSON PLAN — THE SWALLOW (p. lo) 
Speak of the birds' going away for the winter and coming 
back in the spring. Examine the picture. Note the swallow's 

76 



TEACHING THE RIVERSIDE SECOND READER 

round head, forked tail, widespread wings. Speak of the grace 
of his flight. Read the poem to the children, bringing out the 
contrast between the swallow's going away and his coming 
back. How far the swallow travels ! Read the first line making us 
see how far away he flies. Why is he called sun-loving swallow ? 
What is the first sound w those two words ? What other words in 
these two lines begin with that sound ? Read the two lines while we 
listen for those words. Why are come again and bringing re- 
peated in the next two lines? What is the swallow's message? 
Read the stanza so that we see the swallow fiying away and hear 
you calling it to return. 

Treat the second stanza in much the same way. Let the chil- 
dren tell what pictures they see in the poem. Notice the au- 
thor's name. The children read in the First Reader her poems, 
" A Diamond or a Coal "? and " Ferry Me Across the Water." 
Perhaps they can recite them. Memorize " The Swallow." 

Drill period : c, certain. 

1. Cent. 

2. Certainly, rice, nice, place, dancing, since, concerts, 
princess. 

Fundamental and complete vocabularies. 
Common phrases. 

Type II. Poems of child life (pp. 13, 16, 39, 95, 114, 170, 180). 

Recall the experiences upon which the poems are based. 
Bring out the poetic thought concerning each — the loving care 
for the baby (p. 13), the smoke sailing like feathers (p. 16), the 
fascination of the lamplighter (p. 114). 

With these poems the teacher will often need to read them 
first so that the musical setting may appeal with the beauty of 
the thought before work upon the poem begins. Never let 
word difficulties crowd out the beauty. The children will wish 
to memorize some of these poems. 

77 



HOW TO TEACH READING 



LESSON PLAN — THE LAMPLIGHTER 

What is this little boy doing ? Does he see any one ? What is the 
man carrying ? Does he see the boy ? Who is the man ? The chil- 
dren may answer from what they see in the picture, then the 
teacher may call their attention to the lines which verify their 
answers: time to see Leerie going by, with lantern and with 
ladder, see a little child and nod to him. 

What has this little hoy to make him happy ? The picture 
tells much. Tom — Maria — my papa 's a hanker, quite a fam- 
ily group ; a lamp hefore the door. Some may wish to call atten- 
tion to the mother not being mentioned, to the child's not being 
strong. Stevenson knew what it meant to be a frail city child. 

Why does the child like to watch Leerie ? How often does he see 
him? every night at tea-time. What makes the child want to 
be a lamplighter ? Does Leerie watch for the child ? 

When this silent reading and study work have been done, the 
poem may be read orally. Later it may be dramatized. The 
children have read or memorized from Stevenson, " The Red 
Fire" (Riverside Primer, p. 107), "The Swing" (Riverside 
First Reader, p. 46). 

Drill period : oon, moon. 

I . Soon, spoon, sooner, coon, noon. 

Fundamental and complete vocabularies. 
Common phrases. 

Type III. Poems of fun (pp. 9, 17, 68, 125, 144, 161, 167). 

The children must see the fun, that is the main thing. Have 
them read silently, question them, and when they see the point, 
call upon them to read. Why does the book open at the right page ? 
(p. 9). 7^ the mother foolish? (p. 17). Why would the little girl 
teach the fairy these things? (p. 144). 

78 



TEACHING THE RIVERSIDE SECOND READER 

LESSON PLAN — THE CANDY LION {p. I25) 

How does the hoy like the candy lion ? What will he probably 
do with it ? What is the boy thinking of in the first stanza ? Who 
can bite, and wander roaring for food, and eat up folks at night? 
How does this lion get more shapeless and slim ? What did you 
read earlier in this stanza that showed something might happen to 
the lion ? Why does the tail disappear first ? the head next ? 
What is a candy Roar? What happens finally? How do you 
know? 

Other poems by Miss Brown which the children have read 
are '' I Know " (Riverside First Reader, p. 95), ** The Wise 
Book " and " Dressmaking " (in this Reader). 

Drill periods : — 

With p. 9, it, it. 

1 . Sit, hit, fit, lit, bit, pit, sitting, bitten, little, bitter, wits, 

2. Itself, stitch. 

With p. 17, in, in; up, up; fr, frock. 

1 . Sin, tin, win, din, pin, dinner, winning, pinned, sup, cup, 
pup, supper, upper, free, fry, fro, fret, Fred. 

2. Upon, suppose, puppy, afraid, friend, frost, frog. 

Fundamental and complete vocabularies. 
Common phrases. 

Type IV. The Short Story (pp. 11, 18, 31, 85, 168). 

The charm of the short story is its simplicity, its rapid move- 
ment, the ease with which the point is reached. The danger is 
that the teacher will consider the point as so obvious that she 
will not test the children to see if they understand. What did 
frighten the wee woman? (p. 18). // the tortoise had been wise, 
what would he have done ? (p. 85) . Who took the fish to the king ? 
(p. 168). 

79 



HOW TO TEACH READING 

LESSON PLAN — THE DOG IN THE MANGER {p. Jl) 

Where is this ox ? What has he come to the barn for? Why is the 
dog in the manger ? What is the manger for ? Who of you have 
seen an animal eating from a manger ? Tell us about it. What 
food is in this manger ? Find what happened. The children may 
read the entire fable silently, then it may be treated as a 
dialogue. // the dog had liked hay, would the story have been 
different ? 

Drill lessons : — 

With p. II, and, and; br, bright 

1. Sand, hand, land, band, stand, landing, handle, sanded, 
handed, bray, bring, brow, brook, brine, brown, bride, 
brain. 

2. Grandfather, brother, breakfast, broken, bravest, breath. 

With p. 1 8, cr, crept. 

1. Cry, crook, crown, creep, crock, crooked, creeping. 

2. Crab, cried, cross, crack, cream, crawled. 

With p. 19, ent, went. 

1. Sent, cent, bent, tent, dent, rent, tenting, center. 

2. Gently, twenty, movement, plenty. 

With p. 31, ack, black; x, ox. 

1. Sack, hack, crack, lack, back, black, tack, track, pack, 
rack, cracker, packet, oxen. 

2. Jacket, exchange, next, fix. 

Fundamental and complete vocabularies. 
Common phrases. 

Type V. Informational Lessons (pp. 14, 107). 

These lessons call attention to the wonder of the stars, and 
the power in the simple steam of the tea-kettle; also to the 
thoughtfulness of a small boy. The teacher needs to direct the 

80 



TEACHING THE RIVERSIDE SECOND READER 

children's observations. Distinguish between fact and fancy. 
Find out the position of the Great Dipper, of the Little Dipper. 
Perhaps you will find the parents ready to show these to the 
children. A bubbling tea-kettle can easily be brought to the 
schoolroom, but the lid must be one which lifts easily. Where 
have the children seen steam at work? 

Use these lessons largely as study lessons, directing the 
children to the essential sentences, but not attempting to have 
all of the selection read orally. 

Drill lesson; p. 14, ink, drink; dr, drink, 

1 . Sink, link, brink, wink, pink, sinking, dry, drown, drain, 
drowned, drainer, 

2. Tinkle, think, dress, driver. 

Fundamental and complete vocabularies. 

Type VI. The Dramatization (pp. 26, 65, 145). 

A study lesson may well be spent with the class to prepare 
them for the dramatization. The sooner the action can begin, 
however, the better. All stage-directions are given in very 
concise form; it is a good test of the children's power to have 
them follow these directions without comment by the teacher. 
See that they get the spirit of the drama, the danger to the 
sheep (p. 26), the kindness of John (p. 65), the adventures of 
the company (p. 145). 

LESSON PLAN — THE LITTLE SHEPHERD {p. 26) 

Here is a play for us to give. What is its name ? You may 
choose a part and show us that you know what to do. The first 
child who takes his place should say, / am the father {or the 
mother) and this is the sheepfold. Each should account for hlm- 
•self. When the four leading parts have been chosen and several 
children have announced that they are sheep and have taken 

81 



HOW TO TEACH READING 

their places, you are ready to study the speeches. What is 
troubling the mother ? What does John wish to do ? Does he go ? 
Who gives him the best advice ? The children may not find the 
right answer, but wait until the next scene to set them right. 
The Grandfather's speech is a sentence which looks forward. 
Show us how the scene closes. John may or may not read his 
final speech at this time, the sheep may or may not give theirs ^ 
but John and the sheep must go to the pasture. As at the open- 
ing of the scene, the burden of interpreting the stage-directions 
must fall upon the children ; do not tell them what to do, insist 
that they find out from the text. 

In the second scene John's change of mind needs to be shown 
by his acting. Would the mother be pleased to have John see the 
King? No-o and Help! Help! Help! may need practice, also 
Where ? Where ? Whose advice helped John ? This is an illus- 
tration of a sentence which refers back to something that has 
been said. Make this connection by having the class turn back 
and read the Grandfather's speech. The same point is made in 
John's final speech (scene 3). Was the mother glad to have John 
see the King ? Would she have been glad if he had gone with the 
shepherds? Bring out the difference between John's impulsive 
offer at the opening of Scene i and his bravery under trial. 
Every knight pledged himself to protect the weak. Suppose the 
king and knights had not come to help John. What might have 
been different? If you can do so without moralizing, help the 
children to see that even if the wolf had taken some of the sheep, 
John would not have been to blame. He showed his spirit when 
he resisted the temptation to go with the shepherds. Not all of 
this will be accomplished in the first lesson, but the teacher 
needs to keep all in mind. 

The more detailed dramatization may be given the second 
day. 



82 



TEACHING THE RIVERSIDE SECOND READER 

Drill lessons : — 

With p. 30, ade, made. 

I . Fade, blade, shade, glade, cradle, spade. 

With p. 66, y, yes. 

I. Your, yourself, yesterday, younger. 

With p. 67, ad, glad; gl, glad. 

I . Sad, mad, had, fad, lad, bad, pad, shad, gad, brad, ladder, 

glee, glide, glitter, glare, glimmer. 

Fundamental and complete vocabulary. 

Common phrases. 

Type VII. The Long Story (pp. 20, 33, 40, 47, 56, 69, 79, 89, 

97, 102, 116, 120, 126, 132, 139, 153, 162, 172, 176). 

The wise division of this type of story into its main parts, 
with careful study of the essentials in each part, will help the 
children to get the large values from each story, as well as help 
them toward establishing good study habits. 

Discussion should center upon the characters, how they look, 
what they do, what they say, what characteristics they show; 
the main events, who take part in them, why, what results 
occur; the time of each event, the place. Find the sentences 
which are most important, key sentences upon whose interpre- 
tation the understanding of the story depends. In this way the 
ideas of the story become clear, the vocabulary is used naturally, 
new words appear in their context, the foundation is laid for 
intelligent and therefore expressive oral reading. 

In this discussion have the pupil read from the text the word, 
word group, or sentence from which he gained his point. 
Accept no desultory statements, be sure that the pupil is fol- 
lowing the thought, that he is reading to a definite end. 

Dramatization is a natural outgrowth of most of these 
stories, but it comes at the close of the study rather than, as in 
the preceding type (VI), at the beginning. 

83 



HOW TO TEACH READING 

LESSON PLAN — THE LITTLE STEAM ENGINE {p. 102) 

The first part gives the steam engine's problem. Will she get 
the long train of cars up the hill ? The most expressive para- 
graph tells of her exertions ; be sure that the Choo ! Choo ! Choo ! 
Choo! sounds like a hard-working engine. The climax of this 
part lies in the next sentence — the cars would not go up the 
hill. What can be done? 

Part two gives her appeal to the first big steam engine and 
his refusal to help. How steady her Choo! Choo! Choo! Choo! 
sounds both before and after the interview. Does he think that 
he can discourage her? Have the conversation given as a 
dialogue. 

A third part shows her meeting another large engine. How 
does an engine puff and puff? Another conversation ending 
with a refusal but the little steam engine still goes on, Choo! 
Choo! Choo! Choo! 

Another little steam engine is found in part four, agrees to 
help, together they go back, together they pull the cars up the 
hill, the work becomes easy, the helper says good-bye, and the 
little steam engine sings a song of triumph as she goes on carry- 
ing the cars across the plain. There is fine opportunity in this 
fourth part for the imitation of the sounds made by engines. 
Except for the words used, the Choo! Choo! Choo! Choo! and 
/— think — / — can sound very much alike. One may imag- 
ine an engine saying either. At what point does the story seem 
to show that the top of the hill has been reached? Note the 
change in rate of the final song as the little steam engine gets 
well under way. 

Drill periods : — 

With p. 23, urn, turn. 

I. Burn, burning, burned, burner, 

84 



TEACHING THE RIVERSIDE SECOND READER 

With p. 25, ew, blew; bl, blew. 

1. Mew, few, dew, new, pew, drew, crew, bled, blest, blink, 
block, bless. 

2. Knew, threw, trembling, stable, bluebells, blessing, 
tumbled, trouble, gobble. 

With p. 35, ass, grass; v, voice. 

1. Mass, lass, class, brass, pass, vat, vow, vain, vest. 

2. Loving, lived, gave, voice, every, heavy, believe, brave, 
traveled. 

With p. 40, ood, good. 

1. Hood, wood, stood, wooden, hooded. 

2. Woodpecker, good-bye. 

With p. 41, atch, catch. 

I. Match, hatch, scratch, latch, patch, hatchet, catcher, 
scratched, patching. 

With p. 43, are, care. 

I. Mare, hare, fare, bare, dare, pare, rare, share, glare. 

With p. 47, gr, green. 

1. Greener, gray, ground, grain, grit, grand, grin, grew, 
grade, grass, grandest. 

2. Grandfather, hungry. 

With p. 5i» iQf biQ- 

I. Fig, dig, wig, pig, rig, gig, brig, digging, bigger, giggle. 

With p. 53, ick, quick; qui, quick. 

1. Sick, kick, tick, lick, Dick, wick, nick, pick, rick, brick, 
stick, queer, quill, quinine, quell, quest, quit, quack, 
queen. 

2. Quite, quiet, queer, cricket, pickle, picket, sicken, 
wicked, tickle. 

85 



HOW TO TEACH READING 

With p. 54, ut, shut. 

I. Hut, cut, but, nut, rut, shut, buttei, cutting, shuttle, 
mutter, walnut, chestnut. 

With p. 56, ar,far; st, stood. 

1. War, car, bar, tar, star, market, carpet, barber, start, far- 
ther, stay, sting, stake, stall, still, steep, stain, stand, 
stock, stew, stack, stood, stare. 

2. Stretched, stairs, east, west, beasts. 

With p. 58, tr, tree. 

1. Tray, try, train, trade, trick, trader, tickled, trail. 

2. Tried, trembling, trunk, trouble, trousers. 

With p. 59, am, am; ame, came. 

1. Ham, lamb, ram, sham, cram, clam, stamp, tramp, ham- 
mer, lamp, same, fame, came, lame, tame, name, shame, 
ashamed, game, flame, frame, blame, became. 

2. Family, famous. 

With p. 62, im, him; ime, time. 

1. Tim, limb, dim, rim, brim, trim, limping, slim, lime, dime, 
rime, crime, grime. 

2. Gimlet, chimney, important. 

With p. 64, fl, flew. 

1 . Flee, fling, flake, fly, flat, flower, fled, flown, flit, flock, 
flew, flare, flicker, flame. 

2. Floating. 

With p. 69, ead, bread. 

I. Head, lead, dead, dread, instead, tread, ahead, spread. 

With p. 72, ite, white. 
I . Kite, bite, quite. 

With p. 73, out, out. 

I. Pout, shout, rout, stout, trout. 

86 



TEACHING THE RIVERSIDE SECOND READER 

With p. 74, alk, walk. 
I. Stalk, balk, talk. 

With p. 76, ish, wish ; ong, song. 

1. Fish, dish, long, tongs, ding, dong, wrong, prong, gong, 
strong, belong. 

2. Foolish. 

With p. 78, ast,fast. 

I. Mast, cast, last, past, blast, vast, aster, master. 

With p. 79, each, each. 

I. Beach, teach, preach, reach, bleach. 

With p. So, j, just. 

1. Jill, jelly, jet, jest, Jew, Jack, jig, jutting, jar, jam, Jim, 
James. 

2. Journey, juicy, Japan, Japanese. 

With p. 81, ask, ask. 

I. Mask, task, cask, flask. 

With p. 82, aw, paw. 

I. Law, saw, raw, Shaw, caw, straw, flaw, jaw, crawl. 

With p. 84, sw, sweet. 

1 . Sway, swing, swine, sweep, swill, swish, swept. 

2. Swallow, sweetly, swung, swam. 

Fundamental and complete vocabularies. 
Common phrases. 



VI. TEACHING THE RIVERSIDE THIRD READER 

The teacher will want to enjoy some of the pictures with her 
class ; perhaps she will read to them the Children's Preface and 
the opening poem. Each story and each poem has its own main 
thought and atmosphere. Do not be afraid of the nonsense 
poems and stories. Train the children to find the large parts of 
a story; to tell where each part begins and ends, to name it. 
Study and talk over a paragraph or a part with the class before 
calling for oral reading. Use the words and word groups in this 
way. Look for sentences which are key sentences, which sug- 
gest important parts of the story, whose interpretation is 
necessary to understand the story : But lo! the shoes were made 
(p. 13) ; /fe will think that I am you (p. 24) ; Why, give them to 
the three prettiest children in the school (p. 31). 

Use certain lessons (pp. 33, 44, 176, 230, etc.) largely as silent 
reading lessons to interest the children in outside matters, in 
observing and doing things. This geographical and vocational 
work leads to a gradual broadening of the child's horizon. The 
lessons which convey ethical truths (pp. 55, 90, 93) will perhaps 
leave the strongest impression if the truth is emphasized in 
connection with the story itself and its hero rather than if 
application is made to the children themselves. 

Select with care the lessons in which you will work especially 
for artistic oral reading. Choose those which have little descrip- 
tion, much dialogue, opportunity for expressing varying emo- 
tions. 

Review all needed words and phonic elements listed in the 
earlier readers. Drill steadily on those listed in this reader. 
Make use of the Suggestions to Teachers (pp. 253-256). 

88 



TEACHING THE RIVERSIDE THIRD READER 

Word lists are not given for this grade in the manual as the 
children can now make their own lists as seat work. Assign a 
given phonogram, perhaps one to each row. Pupils may write 
(i) words which they know containing the phonogram, (2) 
words which they find in the Vocabulary (p. 247) containing 
the phonogram. Use these lists in the drill period, which should 
have a separate time on the program. By the end of the third 
year pupils should be fluent readers of easy reading; they 
should know how to find and name the leading parts of a story, 
how to select a good title for a story. They should comment 
appreciatively upon a poem or story. 

TYPE LESSONS 
Type I. Poems of nature (pp. 37, 46, 53, 59. 81, 123, 124, 135, 
142, 156, 162, 163, 170, 171, 186, 197, 204, 229). 
(For discussion of this type, see p. 76 of this manual). 

LESSON PLAN — THE CLOUDS {p. 5Q) 

Recall clouds which the children have watched. If there are 
clouds in the sky, go to the windows and watch them. Which 
way are they moving ? How fast do they go? If this poem can 
be read on a day when the wind is singing and the clouds 
moving, it will be a great help. 

Read the poem to the children. Bring out with your voice 
the swift movement of the clouds in stanza 2, the quiet of the 
evening in stanza 3. Call for children to read important lines 
or word groups so as to show manner of movement, idly, to and 
fro, hurry on; rate of movement, faster now, hastening to he 
the first; the sounds portrayed, with merry voice, darkness 
falls, good-night and happy sleep! 

Type II. Poems of child life (pp. n, 37, 48, 61, 66, 74, 92, 104, 
126, 187, 193, 218, 245). 

(For discussion of this type, see p. 77 of this manual). 

89 



HOW TO TEACH READING 

LESSON PLAN — A SONG OF OUR FLAG {p. IO4) 

Just how children's patriotism may be trained we do not 
know. In part at least it comes from the reverence paid the 
flag by adults, some thought of what the flag stands for, and 
the emotional response aroused by the beating drums, the reed- 
like fifes, the beautiful, rippling flags. All these are included in 
the lines of this poem, while the rhythm is in part martial, 
changing to reverent. 

Read the poem in your best manner ; then study it with the 
class ; finally have them memorize it. 

What lines tell how the flag looks ? Which tell of people who 
love theflug? Find the lines which tell what theflxig means. Find 
those which make you think of a great celebration. What do people 
do to show their love for the flag ? How does Old Glory like the 
cheering ? 

Type III. Poems of fun (pp. 19, 26, 205). 

(See this same type discussed on p. 78 of this manual). 

LESSON PLAN — THE ELF AND THE DORMOUSE {p. IQ) 

Enjoy the pictures. Which stanzas describe the first picture? 
the second picture? What pictures would you draw to illustrate the 
last two stanzas ? Don't let any unusual words interfere with 
the enjoyment of the poem, but read and re-read it as long as 
the spirit of fun prevails. 

Type IV. The Short Story (pp. 89, 90, 93, 195). 

(For discussion of this type, see p. 79 of this manual). 

LESSON PLAN — A LESSON IN POLITENESS {p, QO) 

Children learn courtesy partly through contact with cour- 
teous people, partly by being held to courteous acts until they 
become habits, and in no small measure through ideals. 

90 



TEACHING THE RIVERSIDE THIRD READER 

What lessons have we had in politeness ? Recall the most 
recent experience, no matter how simple. Who do you think had 
this lesson ? Who gave it to them ? Read the first paragraph to find 
where this lesson was given. What politeness is shown in this 
paragraph? Recall instances where guests have been given 
seats of honor. Read until you find some one who needs a 
lesson in politeness. Why should the Athenian boys have 
offered the old man a seat ? Why did nt they offer him one ? 
Who might give them a lesson ? the old man, their fathers or 
teachers. Read until you find who did give it. Did the Athe- 
nian hoys learn their lesson ? Read the sentence which tells you. 
What was the difference shown between the Athenian and Spartan 
boys ? How did the old man express it ? Would this be true, " The 
Spartan boys know what is right and do it''? Learn the old man's 
speech. What other country have you heard of where the children 
are very polite to old people ? Could they teach us anything ? Let 
children recall instances they have seen of children being 
courteous to the aged. Trust to the lesson influencing their own 
actions. Notice and commend such acts as you see the children 
performing them. Plan some courtesy which the children 
may extend to an aged person, sending a flower, visiting him 
to sing a sweet song or to dramatize a story, writing a note 
telling of their own happy times. 

Type V. The Information Lesson (pp. 33, 44, 176, 230). 
(For discussion of this type, see p. 80 of this manual). 

LESSON PLAN — THE WONDERFUL BALL (p. 44) 

This lesson is based in part upon the children's experiences, 
which should be recalled to aid in the interpretation, but it 
presents to them a thought so great that wonder is the only 
word to express it. Do not attempt any oral reading except 
of a part needed to help the discussion. Dwell upon all the 

91 



HOW TO TEACH READING 

scenes mentioned In such a way as to intensify this thought of 
immensity. There is room upon The Wonderful Ball for all 
these great and beautiful things ! 

Type VI. The Dramatization (pp. 21, 62, 95). 

(For discussion of this type, see p. 81 of this manual). 
No lesson plan is given here, as the discussion brings out the 
essential steps in a dramatization. 

Type VII. The Long Story (pp. 13, 28, 38, 50, 55, 68, 76, 83, 
99, 105, 113, 127, 136, 144, 157, 164, 189, 199, 208, 220, 234). 

(For discussion of this type, see p. 83 of this manual). 



VII. TEACHING THE UPPER GRADE READERS 

Reading in the upper grades Is concerned with the problems 
of motivation ; of rate ; of the inculcation of good study habits ; 
of reaching out and helping the pupil with his outside reading, 
whether the latter is of the informational, the vocational, or 
the literary type. Attention to all these problems has been 
given in preparing the Riverside Readers. 

The selections have been chosen to appeal to the motive of 
enjoyment. Care has been taken to have each poem or story 
presented when it will best arouse the pupils' inherent interest. 
The motive of sharing is recognized in the provision for bring- 
ing to class other selections upon the same subject (Suggested 
Readings). The motives of preservation and collecting appear 
in the scrapbooks described in the preface to the Sixth Reader. 
The motive of mastery as well as the motive of enjoyment 
appear in the study of authors and their works in a definite way. 
Examination of the readers will discover other motives. 

Rate of reading has been considered in the grading of the 
selections, in the recognition of the values in the silent reading 
lesson (see p. 20.), and in the mechanical make-up of the page. 
In general the selections are graded more closely than in 
other readers; the adaptation of the thought to the pupil has 
been the basis of gradation and this has resulted in presenting 
material in which he will find comparatively few mechanical 
difficulties which he cannot master unaided. 

The readers have many aids in helping pupils to study. 
Emphasis is laid upon the spirit, the message of each selection. 
This main idea is used as the basis for grouping the Suggested 
Readings related to a selection. Each Table of Contents is 

93 



TEACHING THE UPPER GRADE READERS 

planned as a guide to the pupils in their study, references to 
Suggested Readings and Study Helps accompanying each title. 
The preface in each reader is adapted to the children, giving 
them a wider vision of their task. Even the cover design, from 
the device used in the books of the publishers, is adapted to 
aid in a symbolic way an appreciation of the dignity of reading. 
The shepherd boy with his pipes sits beside the stream with the 
lamp of knowledge at his feet. The difficult words are listed in 
A Little Dictionary, rather than placed with the lessons, 
largely because the editors believe that children differ in their 
readiness in recognizing words and that it is well not to call 
attention to difficulties which may not prove difficulties. The 
child who has trouble may resort to the Little Dictionary ; the 
one who has no trouble finds no difficulties suggested. The 
words lend themselves better to word drills by being arranged 
in this manner ; and since these lists are modeled on Webster's 
Dictionary, their use will give excellent preparation for the use 
of the dictionary. Ten minutes a week given to the Little 
Dictionary in intelligent drill, should obviate most stumbling 
over words. The Suggested Readings help in classifying the 
selections, in suggesting the main idea of each, as well as in 
directing outside reading. Not every school has access to a 
large library, but the Bible, ^Esop's Fables, Grimm's and 
Andersen's Fairy Tales, " Little Men," and a number of the 
other books mentioned, are to be found in most neighborhoods. 
Have children report on what they do read outside of school, 
and encourage the reading of good books and magazines. 
Many selections give a poetical side of life which has a counter- 
part in prose. Marjorie's Almanac may well be compared with 
the farmer's work almanac, etc. 



"A STEP FORWARD IN READING" 



THE RIVERSIDE READERS 

EDITED BY 

JAMES H. VAN SICKLE 

Superititendent of Schools , Springfield, Mass. 
AND 

WILHELMINA SEEGMILLER 

Director of A rt, Indianapolis. Formerly Principal of the Wealthy Aze?iue 
Public School, Grand Rapids, Mich. 

ASSISTED BY 

FRANCES JENKINS 

Supervisor of Elementary Grades, Decatur, III, 
ILLUSTRATED BY 

RUTH MARY HALLOCK CLARA E. ATWOOD 

MAGINEL WRIGHT ENRIGHT E. BOYD SMITH 

HOWARD PYLE, and other notable artists 

FRESH MATERIAL 
These Readers contain an unusually large amount oi fresh copyrighted material 
taken from the werld's best Uterature for children, 

LATEST TEACHING METHODS 
They represent the latest developments in the methods of teaching reading, 
the kind of teaching that will be found in the best schools of to-day. 

ARTISTIC MAKE-UP 

Artistically the books will set a new standard in text-book making. The colored 
Illustrations of the primary books are particularly attractive, 

MECHANICAL FEATURES 
The paper used in the books, the type for each grade, and the dimensions and 
arrangement of the type page were all determined by careful experimenting, in 
order to safeguard the eyesight of children. 
Send for complete illustrated circular describing the unique plan of this series 

PRICES 

Primer .30 cents net. Fourth Reader . . , . 55 cents, net. 

First Reader 35 cents «*^. Fifth Reader. , . . . 55 cents, «,?/•. 

Second Reader .... 40 cents 7iet. Sixth Reader .... 55 cents, net. 

Third Reader 50 cents; w,?^. Seventh Reader . . . 55 cents, «^/. 

Eighth Reader, 60 cents, net. 



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BOSTON NEW YORK CHICAGO 



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